B5 Mathematics · Term 1 Week 1: Counting, Representation & Cardinality

Lesson notes

Learning Objectives

Indicator: B5.1.1.1.1

By the end of the lesson, learners can:

Model any given number up to 1,000,000 using multi-base blocks by selecting the correct combination of cubes, rods, flats, and blocks.
Represent numbers up to 100,000 by shading squares on graph sheets, where 1 square represents 1,000 units.
Use teacher-made token currency notes (GHS 10, GHS 100, GHS 500) to model amounts up to GHS 23,480 and explain their reasoning.
Justify their choice of materials for modelling a given quantity and check whether their model matches the target number.
Work collaboratively in groups to model large numbers, showing attention to precision in counting and recording.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation & Cardinality (1.1)
Content standard: B5.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,000
Indicator: B5.1.1.1.1 - Model number quantities up to 1,000,000 using graph sheets and multi-base block
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. 55
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Ask pupils to model number quantities up to 1000,000 using graph sheets or multi-base materials. For instance, with multi-base block, a cube = 1000 unit; a rod = 10,000; a flat = 100,000 and a block = 1,000,000; learners model 436,000 with the appropriate materials
E.g. 2. Ask pupils to model the number 137,000 shading graph sheet square as shown below, where 1cm×1cm square represents 1000 units .

Figure from the b5 mathematics curriculum, printed page 55

E.g.3.Give learners teacher-make token currency notes [¢10, ¢100& ¢500 notes] on different coloured-paper and ask them to work out how many will be required to model given amounts up to ¢10,000; e.g. ¢23,480

Figure from the b5 mathematics curriculum, printed page 56