JHS1 Mathematics · Term 1 Week 1: Number and Numeration Systems

Lesson notes

Learning Objectives

Indicator: B7.1.1.1.2 - Compare and order whole numbers more than 1,000,000,000 and represent the comparison using “>, <, or =”.

By the end of the lesson, learners can:

Compare any two whole numbers greater than 1,000,000,000 using the symbols “>”, “<”, or “=”.
Order a set of three or more whole numbers greater than 1,000,000,000 from smallest to largest and from largest to smallest.
Read and write comparisons in words using the phrases “is equal to”, “is greater than”, and “is less than”.
Identify a number that is 500,000 more or 500,000 less than a given 9-digit or 10-digit number.
Justify their comparison by referring to place value (checking digits from the highest place value downwards).

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number and Numeration Systems (1.1)
Content standard: B7.1.1.1 - Demonstrate understanding and the use of place value for expressing quantities recorded as base ten numerals as well as rounding these to given decimal places and significant figures.
Indicator: B7.1.1.1.2 - Compare and order whole numbers more than1,000,000,000 and represent the comparison using ">, <, or="
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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.3: the document prints this indicator's code as B7.1.1.2, one segment short, in the indicators column of printed p.3. Sub-strand 1.1 has exactly one content standard (B7.1.1.1, and Table 3 of the curriculum agrees), that standard's indicators run .1, then .3, .4, .5, and this row has its own exemplars and its own competencies cell, so B7.1.1.1.2 is the only reading. Filed B7.1.1.1.2
Curriculum reference: Mathematics, Common Core Programme (JHS1-JHS3), 2023, p. 3
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g.1.Skip count forwards and backwards in 25s, 50s and 250s beginning from 1000.
E.g.2. Identify numbers which are for instance, 500,000 more than or less than a given 8-digit or 9-digit number.
i. 1,295,800,000 is 500,000 more than 1,295,300,000 and 1,295,300,000 is 500,000 less than 1,295,800,000
E.g.3. Use phrases such as "is equal to", "is greater than" and "is less than' as well as their symbols such as ">", "<" and "=" to compare any two numbers. i 1,300,850,700 …. 1,300,850,700
ii. 5,223,487,637 …. 5,113,487,637 etc.
E.g.4. Identify, read and write numbers in given positions in a number chart.

Figure from the jhs1 mathematics curriculum, printed page 4

187,500 687,500 1,187,500 1,687,500
2,187,500 2,687,500 3,187,500 3,687,500
4,187,500 4,687,500 5,187,500 5,687,500
For instance, which number is on the right of 3,187,500? Write the number in words.