# Grouping of Whole Numbers in Thousands, Hundreds, Tens and Units – Place Values of Whole Numbers Up to 9 999 and Expansion of Whole Numbers (Primary 3)

**MATHEMATICS **

**FIRST TERM** ** **

**WEEK 3**

**PRIMARY 3**

**THEME – WHOLE NUMBERS **

**PREVIOUS LESSON – Counting and Writing of Whole Numbers – 1000 to 9999 (Primary 3)**

**TOPIC – **

PLACE VALUES OF WHOLE NUMBERS UP TO 9 999

EXPANSION OF WHOLE NUMBERS UP TO 9 999

**LEARNING AREA**

1. Introductory Activities – Revision on Place Values of 3 Digit Numbers up to 999

2. Place Values of Whole Numbers Numbers up to 9 999

3. Expansion of Whole Numbers Up to 9 999

4. Weekly Assessment

**PERFORMANCE OBJECTIVES **

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to –

1. state the place value of a digit in a 4 – digit number.

2. expand a given numbers up to 9 999.

**ENTRY BEHAVIOUR **

Counting, Reading and Writing of Numbers

**INSTRUCTIONAL MATERIALS**

The teacher will teach the lesson with the aid of:

1. Match sticks

2. Bottle tops

3. Seeds

4. Rope

5. Rubber band

6. Pebbles

7. Charts of written whole numbers.

**METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.**

*Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. *

**REFERENCE MATERIALS**

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

**CONTENT OF THE LESSON **** **

**LESSON ONE – INTRODUCTORY ACTIVITIES **

REVISION ON PLACE VALUES OF NUMBERS UP TO 999Teacher’s/Pupil’s Activities 1 – Displays a number chart of 0 – 9 for pupils to identify and read loudly.

Teacher’s remark – There are 10 symbols of numbers where other numbers are formed by adding one digit to another or repeating each digit.

These numbers are –

1 2 3 4 5 6 7 8 9 as well as 0and they are all calledUNITnumbers.

**FORMING NUMBERS UP TO 3 DIGITS UP TO 999 **

Teacher’s Activities 2 – Prepare 20 flash card numbers from 0 – 9 and asks each each one by one (if it to pick to two digits and read out the number loudly.

Teacher’s remark – Each number formed has two values –

TenandUnitfrom right to left.

Introduces

PLACE VALUES OF NUMBERSand asks the pupils to state the value of each number formed the two digits.For example, 3 and 4, 2 and 0

1. 34 and 43 are form from 3 and 4.

Therefore, the value of 34 and 43 are –

- 34 – 3 Tens and 4 Units

- 43 – 4 Tens and 3 Units
2. 20 and 02 are formed from 2 and 0.

Therefore, the value of 20 and 02 are –

- 20 – 2 Tens and 0 Unit

- 02 – 0 Ten and 2 Units

**PLACE VALUES OF NUMBERS UP TO 999 (10 minutes) **

Teacher’s/Pupil’s Activities 3 – Asks six pupils to pick 3 digits to a number and read loudly to the class.

For example, 352 – 108 – 545, etc.

Teacher’s remark – Each of the number has three values –

Hundred–Ten–Unitfrom right to left and guide the pupils identify the place value of each digit of the numbers as shown below –

3 5 2

3 Hundreds 5 Tens 2 UnitsOR

H T U

3 5 2Therefore, the value of –

- 3 is hundreds

- 5 is tens

- 2 is units

Teacher’s activities – Takes one more example.

**LESSON EVALUATION/ASSIGNMENT/MARKING/CORRECTION (15 minutes) **

Find the place value of 3 in the following numbers –

1. 321

2. 123

3. 231

Find the place value of 1 in the following numbers –

4. 312

5. 213

6. 132

**LESSON TWO – PLACE VALUES OF WHOLE NUMBERS UP TO 9 999 **

Teacher’s/Pupil’s Activities 3 – Asks two pupils to pick 4 digits to form a number and read loudly to the class.

For example, 3052 – 1278 – 5495, etc.

Teacher’s remark – Each of the number has three values –

Thousand –Hundred–Ten–Unitfrom right to left and guide the pupils identify the place value of each digit of the numbers as shown below –

3 0 5 2

3 Thousands 0 Hundreds 5 Tens 2 UnitsOR

Th H T U

3 0 5 2

Therefore, the value of –

- 3 Thousands

- 0 is hundreds

- 5 is tens

- 2 is units

Teacher’s activities – Takes one or more example and also consider quick assessment for the pupils.

**LESSON THREE – EXPANSION OF WHOLE NUMBERS**

Teacher’s/Pupil’s Activities 1 – From the flash card numbers, asks four pupils to pick a digit each to form a number and read loudly.

Assume the number formed is

## 4 2 5 3

Guided instructions –

1. Asks them to state the place values of each digit of the number.

3 Units

5 Tens

2 Hundreds

4 Thousands

2. Discuss with the pupils what each value stands for –

- Unit – 1

- Ten – 10

- Hundred – 100

- Thousand – 1 000

3. Leads them to expand 4 2 5 3 –

- 3 x 1 = 3

- 5 x 10 = 50

- 2 x 100 = 200

- 4 x 1 000 = 4 000

That’s, 4 2 5 3 = 4 000 + 200 + 50 + 3

4. Guides the pupils to do quick expansion.

For example, 1 0 2 6 = 1 000 + 000 + 20 + 6

**LESSON EVALUATION/ASSIGNMENT**

Expand the following numbers –

1. 5 003

2. 9 367

3. 6 890

4. 2 300

**LESSON FOUR – WEEKLY ASSESSMENT **

**PRESENTATION**

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Guides pupils to find the place value of each digit in a number.

Pupil’s Activities – Identify the place of each digit in a number.

3. Guides pupils to expand a given whole number.

Pupil’s Activities – Expand any given whole numbers.

4. Weekly Assessment

**CONCLUSION**

- To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

- Next Lesson –

**LESSON EVALUATION **

**Pupils to:**

1. state the place value of a digit in a given whole number.

2. expand any given whole numbers.