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)

Last Updated on September 4, 2020 by Alabi M. S.

 

 

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 999 

Teacher’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 0 and they are all called UNIT numbers.

 

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 – Ten and Unit from right to left.

 

 

Introduces PLACE VALUES OF NUMBERS and 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 – HundredTenUnit from 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 Units 

OR

H    T    U

3   5    2

Therefore, 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 – HundredTenUnit from 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 Units 

OR

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.