B3 Mathematics · Term 1, Week 2
Counting, Representation, Cardinality & Ordinality
Lesson notes
Learning Objectives
Indicator: B3.1.1.1.3 - Describe numbers and the relationship between numbers from 0 to 10,000 in equivalent ways using the place value concept
By the end of the lesson, learners can:
- Identify and state the place value and value of each digit in numbers up to 10,000 using a place value chart (Thousands, Hundreds, Tens, Ones).
- Model numbers up to 10,000 using multi-base materials (unit cube = 1, rod = 10, flat = 100, block = 1000).
- Decompose numbers up to 10,000 into expanded form expressions, for example 4036 = 4000 + 30 + 6.
- Explain, using their own words, why the value of a digit changes when its position in a numeral changes.
- Represent the same number in at least two equivalent ways (materials, expanded form, or place value chart) and justify that the representations show the same quantity.
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Sign in with phone numberCurriculum details
- Strand
- Number (Strand 1)
- Sub-strand
- Counting, Representation, Cardinality & Ordinality (1.1)
- Content standard
- B3.1.1.1 - Count and estimate quantities from 0 to 10,000
- Indicator
- B3.1.1.1.3 - Describe numbers and the relationship between numbers from 0 to 10,000 in equivalent ways using the place value concept
- Suggested placement
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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.44
- Curriculum reference
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Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 43
Transcribed from the official NaCCA publication. Check this page against the source.
Exemplars (from the NaCCA curriculum)
E.g. 1. Demonstrate a conceptual understanding of place value of whole numbers between 100 and 10,000 by: - explaining and showing - with bundles of hundreds, tens and ones - the meaning of each digit in a given 3-digit number (when the three digits are different, as well as when two or more of the digits are the same) and representing the number in a hundreds frame - explaining why the value of a digit depends upon its placement within a numeral. - using other possible representations of place value which include manipulatives such as threaded 100s, 10s, and loose bottle caps; and multi-base ten material (units, flats and squares) E.g.2 Ask pupils to model number quantities up to 10,000 using square grid paper or multi-base materials. For instance, with multi-base block, a cube = 1 unit; a rod = 10; a flat = 100 and a block = 1000; learners model 327 with the appropriate materials.
E.g. 3. Decompose numbers up to 1000 into 100s, 10s, and 1s expressions (e.g.: 5000 = 1000 + 1000 + 1000 + 1000 + 1000 or 4036 = 4000 + 30 + 6; etc.)
E.g. 4. Explain why the value of a digit depends upon its placement within a numeral. E.g. 5. Read a given number up to 1000 by indicating the value of each digit (i.e., reading 435 as four hundred and thirty-five and not four three five. The "Hundreds frame" table is set beside E.g. 3 to E.g. 5 and its words interleave with theirs in the text layer. Its column headings read Ten Thousands, Thousands, Hundreds, Tens, Ones and its cells are blank; figure p44-2.png shows it.