Whole Numbers – Ordering of Whole Numbers

MATHEMATICS 

FIRST TERM

THIRD WEEK

BASIC 4

THEME:

TOPIC: Ordering of Whole Numbers Up 1,000 Using < and >

PERFORMANCE OBJECTIVES

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

1. order whole numbers up to 1000 using the symbols “<” and “>”;
2. solve problems on quantitative reasoning involving ordering of whole numbers.  [click]

ENTRY BEHAVIOR

The pupils are required to already have learned to counting up to 100,000.

INSTRUCTIONAL MATERIALS

• The teacher will teach the lesson with the aid of:

1. Flash cards
2. Charts
3. Flash cards
4. Number charts.

METHOD OF TEACHING

1. Explanatory
2. Discussion
3. Demonstration
4. Questions and answers

REFERENCE MATERIALS

1. Scheme of Work
2. 9 – Years Basic Education Curriculum
3. New Method Mathematics Book 6
4. All Relevant Material
5. Online Information [click]

CONTENT OF THE LESSON

ORDERING OF WHOLE NUMBERS UP TO 1000

Arrange these numbers in order of sizes, largest first:

1. 43, 45, 42, 41
2. 243, 443, 143, 340
3. 676, 760, 776, 706
4. 110, 101, 111, 10

Solution 1

43, 45, 42, 41

Largest first,

45, 43, 42, 41

Solution 2

243, 443, 143, 340

Largest first

443, 340, 243, 143  [click]

USE OF GREATER THAN AND LESS THAN  SYMBOLS IN ORDERING OF NUMBERS 

GREATER THAN >   LESS THAN <

Copy and complete. Write > or < in the boxes provided.

1. 15 [   ] 25
2. 64 [   ]  52
3. 34 [   ]  35
4. 12 + 13 [   ] 21 + 12
5. 12 – 5 [   ] 13 – 8

Solution 1, 15 ¤ 25

15 [ < ] 25

25 [ > ] 15

Solution 4, 12 + 13 [   ] 21 + 12

12 + 13 = 25

21 + 12 = 33

Therefore,

12 + 13 [ < ] 21 + 12

QUANTITATIVE REASONING 

Copy and complete. Write > or < in the boxes provided, if A = 4, B = 2, C = 6, D = 8

1. A + C  [   ]  A + B
2. B + D  [   ]  D + C
3. C + C  [   ]  A + A
4. D + A  [   ]  C + B  [click]

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 in ordering of numbers 1 – 500 on numeral chart.
3. Pupil’s Activities – Revises order of numbers 1 – 500 using number charts.
4. Leads pupils to recall the meaning of the symbol (< and >).
5. Pupil’s Activities – Recall the meaning of the symbol (< and >).
6. Guide pupils to order two numbers;
7. Pupil’s Activities – Order any two given numbers;
8. Gives more exercises on ordering of whole numbers.
9. Pupil’s Activities – Solve problems on ordering whole numbers.
10. Guides pupils to solve some quantitative aptitude problems involving ordering of whole numbers.
11. Pupil’s Activities – Solve problems on quantitative aptitude involving ordering of whole numbers.

CONCLUSION

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

LESSON EVALUATION

Pupils to:

1. order given whole numbers;
2. solve more problems on quantitative aptitude.