B6 Mathematics · Term 1 Week 5: Counting, Representation, Cardinality & Ordinality

Lesson notes

Learning Objectives

Indicator: B6.1.1.1.6 - Skip count forwards and backwards in 5000s, 10,000s etc. up to and from 1,000,000.

By the end of the lesson, learners can:

Skip count forwards in 5000s and 10,000s from any given number up to 1,000,000, saying at least five consecutive terms accurately.
Skip count backwards in 5000s and 10,000s from any given number down to and below 100,000, saying at least five consecutive terms accurately.
Identify and correct errors or missing numbers in a given skip counting sequence, explaining the mistake with justification.
Use place value understanding to determine which digits change when skip counting by 5000s or 10,000s, and which digits stay the same.
Apply skip counting by 5000s and 10,000s to solve practical problems involving money, quantities, and distances in real-life situations.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation, Cardinality & Ordinality (1.1)
Content standard: B6.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1,000, 000,000 or 1 billion
Indicator: B6.1.1.1.6 - Skip count forwards and backwards in 5000s, 10,000s etc. up to and from 1,000,000.
Suggested placement: Term 1, Week 5 (Week 5 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. 119
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Put learners into convenient groups. A learner mentions a number and another makes skip count in 5000s or 10000s to include the fifth count. For instance. Learner 1: Shout out "287940" Learner 2: 292940, 297940, 312940, 317940, etc. Learner 3; Shout out "827685" Learner 4; 817685, 807685, 797685, 787685, 777685….etc.
E.g .2 Skip count forwards and backwards by 5000s and between 10000 and 100000, but make an error or leave out a number. Challenge learners to identify or correct error