B5 Mathematics · Term 1 Week 2: Counting, Representation & Cardinality

Lesson notes

Learning Objectives

Indicator: B5.1.1.1.4 Compare and order whole numbers up to 100,000 and represent the comparison using “>, <, or =”

By the end of the lesson, learners can:

Compare two whole numbers up to 100,000 using the symbols “>”, “<” and “=” and state their comparison in words using “greater than”, “less than” or “equal to”.
Order a set of up to five whole numbers up to 100,000 in ascending order (smallest to largest) verbally and in writing.
Order a set of up to five whole numbers up to 100,000 in descending order (largest to smallest) verbally and in writing.
Justify their comparison by explaining which place value column they looked at first and why.
Identify numbers that are 10,000 more or 10,000 less than a given six-digit number and compare them using the correct symbol.

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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: B5.1.1.1.4 - Compare and order whole numbers up to 100,000 and represent the comparison using ">, <, or ="
Suggested placement: Term 1, Week 2 (Week 2 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:

exemplars - p.57
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 57
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Learners identify numbers which are 10,000 more or 10,000 less than a given six-digit number. E.g. 122,400 is 1,000 less than133,400 Learners use words such as: "equal to" "greater than" "less than" and later use symbols such as "<", "=", ">" to compare numbers up to 10,000 taking into consideration the place value of each digit in the given number. E.g. 251200 = 251,200; 132,734 > 132,635
E.g. 2 Learners work together in their groups to order a given set of numbers in ascending or descending order verbally and in writing. E.g. 1020, 1025, 2673, 2873,
E.g. 3 Give two numbers between 10,000 and 100,000 to each group and encourage learners to say as many things as possible about the two numbers. For instance 1022345 and 1022534; 1022345 is less than (smaller than) than1022534 or 1022534 is bigger than (greater than) 1022345, or 1022345 is almost 200 less than 1022534 etc E.g. 2 stops mid-list: the page prints "E.g. 1020, 1025, 2673, 2873," with nothing after the last comma.