Whole Numbers – Revision on Counting, Reading and Writing of Whole Numbers Up to 9 999 | Value and Place Value of Whole Numbers Primary 4 (Basic 4) – Mathematics

 

MATHEMATICS

FIRST TERM

WEEK 1

PRIMARY 4

THEME: WHOLE NUMBERS 

PREVIOUS LESSON – Third Term Mathematics Plan Lesson Notes for Primary 3 (Basic 3)

 

TOPIC – REVISION OF WHOLE NUMBERS 

 

LEARNING AREA 

1. Introductory Activities

2. Revision of Counting, Reading and Writing up to 999

3. Revision of Counting, Reading and Writing up to 9 999

4. Value and Place Value of Whole Numbers up to 9 999

5. Lesson Evaluation and Weekly Assessment (Test)

 

PERFORMANCE OBJECTIVES

By the end of the lesson, most of the pupils should have attained the following objectives –

1. count, read and write numbers up to 999.

2. count, read and write numbers up to 9999.

3. find the value and place value of whole numbers up to 9999.

 

ENTRY BEHAVIOR

The pupils can count, Read and write whole number up to 1 000.

 

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

 

1. Chart of square boxes

2. Charts of written whole numbers

8. Place value chart, etc.

 

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

Scheme of Work

9 – Years Basic Education Curriculum

Course Book – New Method Mathematics, Prime Mathematics, Primary Mathematics and MacMillan New Primary Mathematics

All Relevant Material

Online Information

 

CONTENT OF THE LESSON

LESSON 1 – COUNTING IN 100s

ACTIVITY 1 – COUNTING IN 10s

Organize the pupils into two or more groups depending on the size of the class. Provide each group with a copy of 100 square boxes.

 

 

Group Instructions,

 

1. Counting the number of boxes on the chart.

2. Number each box in this order – 1, 2, 3, ….

 

ACTIVITY 2 – WHOLE CLASS 

Leads the pupils to count from 63 – 99.

 

Teacher’s remark – We count in tens when there are 2 digits in a number.

 

ACTIVITY 3 – WHOLE CLASS 

Leads pupils to count in this order –

• 101, 102, _____  _____  _____ 106, _____  _____  _____ _____  111.

• 100, 110, _____  _____  _____ _____  _____ 170, _____  _____  _____.

• 111, _____  _____ 131, _____  _____  _____ _____  _____  _____ 191.

• 215, _____ 225, _____  _____  _____ _____  _____  _____ _____ 260.

• 217, _____  _____ 237, _____  _____  _____ _____  _____  _____ 277.

• 555, _____  _____  _____ 575, _____  _____  _____ _____  _____ 605.

• 00, 610, _____  _____  640, _____ _____  _____  _____ _____ 700.

 

ACTIVITY 4 – INDIVIDUAL WORK 

Copy and complete the following:

 

• 118, _____ 120, _____  _____ 123, _____ _____  _____  _____ _____.

• 100, _____ 120, _____  _____  _____ 160, _____ _____  _____  _____.

• 111, 121, _____ _____  _____  _____ _____ _____  _____  _____ 211.

• 278, 279, _____  _____ 282, _____  _____  _____ 286, _____  _____.

• 656, _____ _____  _____ 696, _____  _____  _____ 736, _____  _____.

• 280, _____278, _____  _____  _____ 274, _____ 272, _____, _____.

 

ACTIVITY 5 – ASSIGNMENT 

Copy and fill in the missing numerals.

1. 711, 712, 713, _____  _____  _____ 717, _____ 719, _____

2. 805, 810, _____  _____ 825, 830, _____  _____ 845, _____

3. 902, 904, _____ 908, _____ _____ _____ _____ _____ 920

4. 991, 992, _____  _____  _____ 996, _____, _____  _____ 1 000

 

LESSON 2 – COUNTING IN 1 000s

ACTIVITY 1 – CORRECTION 

Display chart showing the following numbers:

 

1. 711, 712, 713, _____  _____  _____ 717, _____ 719, _____

2. 805, 810, _____  _____ 825, 830, _____  _____ 845, _____

3. 902, 904, _____ 908, _____ _____ _____ _____ _____ 920

4. 991, 992, _____  _____  _____ 996, _____, _____  _____ 1 000

 

Ask the pupils to exchange their assignment with the instruction, mark the correct number as √ and incorrect as x.

Randomly call on anyone of them to complete a question.

At the end of the correction score the pupils if the size of the class is low. In case of a large class, give instruction on the assignment should be scored. 

 

ACTIVITY 2 – COUNTING IN THOUSANDS

We count in thousands when there are more than 3 digits in a number.

Guide pupils to study the sequence below:

• 1 001   1 002   1 003   1 004  1 005    1 006   1 007  1 008    1 009   1 010

• 1 000   2 000   3 000  4 000  5 000    6 000   7  000  8 000    9 000

• 1 111   2 222   3 333   4 444   5 555    6 666   7 777   8 888    9 999

• 2 220  2 230   2 240    2 250   2 260   2 270    2 280   2 290    2 300

• 5 600   5 650   5 700   5 750   5 800    5 850   5 900    5 950    6 000

 

ACTIVITY 3 – COUNT, LOUD AND CLEAR

Lead pupils to count the number sequence correctly.

 

ACTIVITY 4 – WORK TO DO

Complete the sequences below:

 

• 1 118, _____ 1 120, _____  _____ 1 123, _____ _____  _____  _____ _____.

• 1 100, _____ 1 120, _____  _____  _____ 1 160, _____ _____  _____  _____.

• 2 111, 2 121, _____ _____  _____  _____ _____ _____  _____  _____ 2 211.

• 5 278, 5 279, _____  _____ 5 282, _____  _____  _____ 5 286, _____  _____.

• 8 656, _____ _____  _____ 8 696, _____  _____  _____ 8 736, _____  _____.

• 9 280, _____ 9 278, _____  _____  _____ 9 274, _____ 9 272, _____ _____.

 

LESSON 3 – VALUE AND PLACE VALUE OF WHOLE NUMBERS

ACTIVITY 1 – INTRODUCTORY ACTIVITIES 

A whole number is a number without a fraction or decimal.

Every digit in a number, for example, 7 840 has the value and place value of each digit as follows:

From the rightmost position,

0 – 0 unit

40 – 4 tens

800 – 8 hundreds

7 000 – 7 thousands

 

This can also be represent the place-value of the number as:

7 000 + 800 + 40 + 0

7 thousands + 8 hundreds + 4 tens + 0 units,

 

• The place value of 0 is 0 unit, its value = 0

• The place value of 4 is 4 tens, its value = 40

• The place value of 8 is 8 hundreds, its value = 800

• The place value of 7 is thousands, its value = 7 000

 

ACTIVITY 2 – CLASSWORK 

Write down the place-value and value of each of the bold number,

1. 586

The place value of 6 is 6 ____, its value = ____

 

2. 999

The place value of 9 is 9 ____, its value = ____

 

3. 542

The place value of 4 is 4 ____, its value = ____

 

4. 3 091

The place value of 3 is 3 ____, its value = ____

 

ACTIVITY 3 – CORRECTION 

 

1. 586

The place value of 6 is 6 units, its value = 6

 

2. 999

The place value of 9 is 9 hundreds, its value = 900

 

3. 542

The place value of 4 is 4 units, its value = 40

 

4. 3 091

The place value of 3 is 3 thousands, its value = 3 000

 

 

Other Plans – Whole Numbers – Revision of Counting and Writing up to 9,999 Primary 4 (Basic 4) Mathematics ASEI PDSI METHOD

 

 

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. Displays chart showing square boxes.

3. Organizes the pupils into two or more groups depending on the size of the class.

4. Gives each group a copy of square boxes.

5. Asks the group of count and number each box in this order – 1, 2, 3,….

Pupil’s Activities – Follow the teacher’s instructions, count and number the square boxes.

6. Leads pupils to count and write whole numbers in sequence up to 9 999.

Pupil’s Activities – Count and write whole numbers in sequence up to 9 999.

7. Guides pupils to find the value and place value of whole numbers.

Pupil’s Activities – Find the value and place value of whole numbers.

8. At the end of each lesson, give classwork or assignment.

Pupil’s Activities – Do your classwork or assignment.

 

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

Ask pupil to:

1. Copy and complete the following numbers:

 

• 1 118, _____ 1 120, _____  _____ 1 123, _____ _____  _____  _____ _____.

• 1 100, _____ 1 120, _____  _____  _____ 1 160, _____ _____  _____  _____.

• 2 111, 2 121, _____ _____  _____  _____ _____ _____  _____  _____ 2 211.

• 5 278, 5 279, _____  _____ 5 282, _____  _____  _____ 5 286, _____  _____.

• 8 656, _____ _____  _____ 8 696, _____  _____  _____ 8 736, _____  _____.

• 9 280, _____ 9 278, _____  _____  _____ 9 274, _____ 9 272, _____ _____.

 

2. Write down the place-value and value of each of the bold number,

• 586

• 999

• 542

• 3 091