Counting, Representation, Cardinality & Ordinality

Curriculum details

Strand

Number (Strand 1)

Sub-strand

Counting, Representation, Cardinality & Ordinality (1.1)

Content standard

B3.1.1.1 - Count and estimate quantities from 0 to 10,000

Indicator

B3.1.1.1.4 - Compare and order whole numbers up to 10,000 and represent comparisons using the symbols >, <, or =.

Suggested placement

Term 1, Week 3 (Week 3 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference

Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 45

Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Demonstrate an understanding of how place value determines the relative size of whole numbers (between 100 and 10,000) by:
- describing the relative size of two numbers (i.e., saying whether one number is a little or a lot bigger or smaller than another and justifying the answer)
- identifying which of two given numbers is bigger (or smaller), explaining why using place value and representing the relationship using the symbols< and >;
- putting a small group of numbers in increasing or decreasing order and justifying the order using a hundreds frame, a number line or place value;
- identifying the missing numbers or errors in a section of number line from 100 to 10,000 or in a hundreds chart and justifying the answer using place value
- solving word problems that involve comparing quantities to 1000 (i.e., Agbo has 230 chickens. Dzifa has 460. What can you say?)