B4 Mathematics · Term 1 Week 1: Counting, Representation & Cardinality

Lesson notes

Learning Objectives

Indicator: B4.1.1.1.1 - Model number quantities, place value for multi-digit using graph sheets or multi-base materials up to 100,000

By the end of the lesson, learners can:

Identify the value of each digit in a multi-digit number up to 100,000 using place value headings (ten-thousands, thousands, hundreds, tens, ones).
Model a given number quantity up to 100,000 using multi-base blocks (cube = 100 units, rod = 1,000, flat = 10,000, block = 100,000).
Represent a given number by shading squares on a graph sheet, using a stated scale (e.g. 2 cm × 2 cm square = 10 units).
Use teacher-made token currency notes (GHS 1, GHS 10, GHS 100) to model amounts up to GHS 10,000.
Justify their choice of materials and groupings when modelling a number, explaining how the place value structure works.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation & Cardinality (1.1)
Content standard: B4.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit whole numerals up to 100,000.
Indicator: B4.1.1.1.1 - Model number quantities, place value for multi-digit using graph sheets or multi-base materials up to 100,000
Suggested placement: Term 1, Week 1 (Week 1 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 4-6), 2019, p. 2
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g.1. Ask learners to model number quantities up to 100,000 using graph sheets or multi-base materials. For instance, with multi-base block , a cube = 100 unit; a rod = 1000; a flat = 10,000 and a block = 100,000; learners model 32,300 with the appropriate materials
E.g.2 Ask learners to model the number 12,500 shading graph sheet square as shown below, where 2cm×2cm square represents 10 units.

Figure from the b4 mathematics curriculum, printed page 2

E.g. 3 Give learners teacher-made token currency notes [¢1, ¢10 & ¢100 notes] on different coloured-paper and ask them to model or pick given amounts up to ¢10,000; e.g. ¢2,480

Figure from the b4 mathematics curriculum, printed page 3