Counting, Representation… · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.1.1.1.4 - Compare and order whole numbers up to 10,000 and represent comparisons using the symbols “<”, “=”, “>”

By the end of the lesson, learners can:

Compare two whole numbers up to 10,000 by examining the place value of each digit (thousands, hundreds, tens, ones) and state which is greater, less, or equal.
Use the symbols “<”, “=”, and “>” correctly to record comparisons between pairs of whole numbers up to 10,000.
Order sets of four or five whole numbers up to 10,000 in ascending order (smallest to largest) and descending order (largest to smallest), both verbally and in writing.
Explain their reasoning for a comparison using words such as “greater than,” “less than,” and “equal to,” referring to the place value of digits.
Solve simple problems that involve finding a number that is 1,000 more or 1,000 less than a given number up to 10,000.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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: B4.1.1.1.4 - Compare and order whole numbers up to 10,000 and represent comparisons using the symbols "<", "=", ">"
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.5
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 5
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 1,000 and 10,000 more or less than a given five-digit or six-digit number. E.g. 2400 is 1,000 less than 3400. Learners use words such as: "equal to" "greater than" "less than" and later use symbols such as "<", "=", ">" to compare numbers up to 100,000 taking into consideration the place value of each digit in the given number. E.g. 1200 = 1200; 27345 > 26355,
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, 21345 and 21534; 21345 is less than (smaller than) than 21534 or 21534 is bigger than (greater than) 21345, or 21345 is almost 200 less than 21534 etc. E.g. 2 ends mid-list: the page prints "E.g. 1020, 1025, 2673, 2873," with nothing after the last comma.