Maths K–6
Stage 3B
Stage 3B – Unit 10
Number
Whole Numbers
Entry 3: Expanded Notation
This booklet includes:
• Teacher notes
(to be detached before sending to the student and supervisor)
• Supervisor notes
• Student and supervisor guide
P/M 3B 43855
Centre for Learning Innovation
Number: 43855
Title: Using Maths Tracks Stage 3B Unit 10
This publication is copyright New South Wales Department of Education and Training (DET), however it may contain
material from other sources which is not owned by DET. We would like to acknowledge the following people and
organisations whose material has been used:
Extracts from Mathematics Syllabus Years K-6 © Board of Studies, NSW 2002
Maths Tracks Teacher’s Resource Book, Harcourt Education, 1st ed., 2004, by Trish
Leigh and Jennifer Vincent.
Maths Tracks Student Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and
Jennifer Vincent.
The copyright in the Maths Tracks material is vested in the publisher, Reed
International Books Australia Pty Ltd, trading as Harcourt Education Australia.
Maths Tracks for NSW has been published under the Rigby imprint and the series
covers seven stages from Early Stage 1 to Stage 3B. Each stage has a Teacher’s
Resource Book, Student Book and Homework Book.
For professional development and support, view online at
www.rigby.com.au/pd/event.asp
Teacher notes p 5,
Supervisor notes p 3
Supervisor notes p 5
COMMONWEALTH OF AUSTRALIA
Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you on behalf of
the
New South Wales Department of Education and Training
(Centre for Learning Innovation)
pursuant to Part VB of the Copyright Act 1968 (the Act).
The material in this communication may be subject to copyright under
the Act. Any further reproduction or communication of this material by
you may be the subject of copyright protection under the Act.
CLI Project Team acknowledgement:
Writer:
Editors:
Illustrator:
Desktop publishing:
Helen Richards
Alan Barnes, Maree Camilleri
David Stanley
Esta Tserpes
All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.
Published by
Centre for Learning Innovation (CLI)
51 Wentworth Rd
Strathfield NSW 2135
________________________________________________________________________________________________
Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction or
transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited without
the written authority of the Centre for Learning Innovation (CLI).
© State of New South Wales, Department of Education and Training 2005.
Stage 3B – Unit 10
These Teacher notes support ‘Using Maths Tracks’. The teacher should detach them
before sending the Supervisor notes and the Student and supervisor guide to the
supervisor and student. They contain:
•
•
•
•
•
•
•
•
•
Student outcomes
Prior knowledge
Language
What is needed
Preparation
Resources (including websites)
Returns
Checking up answers
Assessment record
Student outcomes
Outcomes from the Mathematics K–6 Syllabus, © Board of Studies NSW 2002
Number
NS3.1
Whole Numbers
Orders, reads and writes numbers of any size
Working Mathematically
WMS3.5
Reflecting
Links mathematical ideas and makes connections with, and generalisations
about, existing knowledge and understanding in relation to Stage 3 content
Students will learn about:
•
recording large numbers using expanded notation
•
stating the place value of any digit in large numbers
•
applying an understanding of place value and the role of zero to read, write and
order numbers of any size
Prior knowledge
•
•
Applying an understanding of place value and the role of zero to read, write and
order numbers of any size
Stating the place value of any digit in large numbers
Language
place value, millions, hundred thousands, ten thousands, thousands, hundreds, tens,
ones, numeral, digit, number expander, expanded notation
Using Maths Tracks, Stage 3B, Unit 10
1
Teacher notes
What is needed
Activity 1
•
soft pencil, clean eraser
Activity 3
•
Maths Tracks Student Book Stage 3B, page 9
Activity 4
•
Maths Tracks Student Book Stage 3B, page 10
Activity 5
•
Maths Tracks Student Book Stage 3B, page 11
Preparation
Select the activities you think suitable for the student by ticking the boxes beside the
activity numbers in the Student and supervisor guide.
Introduction (explicit teaching) – for all students
Activity 1 (beginning) – can provide extra support
Activity 2 (additional assistance) – can provide extra support
Activity 3 (consolidating) – for all students
Activity 4 (establishing) – for all students
Activity 5 (problem solving) – can provide extra challenge
Reflection – for all students
Checking up – for all students
Resources
Add any you find suitable.
Websites
Check all websites before recommending them to students.
A Maths Dictionary for Kids (accessed 14 November 2005)
<www.teachers.ash.org.au/jeather/maths/dictionary.html>
is referred to in ‘Checking up’.
Add any you find suitable.
Returns
Checking up sheet and number expander from Activity 1
personal tape or recording – Reflection
Supervisor and Student Feedback sheets
the guide (if you ask for it)
Using Maths Tracks, Stage 3B, Unit 10
2
Teacher notes
Checking up answers
1
a
b
c
d
e
2000
5 000 000
600
40 000
300 000
2
a
b
c
four hundred and twenty-seven thousand, three hundred and sixty-three
two hundred and thirty-six thousand, nine hundred and ninety-nine
seventeen thousand and twenty
3
The number on the number expander should be:
3 000 000+ 200 000 + 40 000 + 5000 + 9
Using Maths Tracks, Stage 3B, Unit 10
3
Teacher notes
Using Maths Tracks, Stage 3B, Unit 10
4
Teacher notes
Student's name:
Assessment record
Using Maths Tracks, Stage 3B – Unit 10
Number: Whole Numbers
Entry 3: Expanded Notation
Circle the numbers of the activities the student was asked to complete.
1
2
3
4
5
The student:
Activity
Comment
•
reads and writes large numbers
(NS3.1)
Introduction
•
shows understanding of place
value and the use of zero in
large numbers
(NS3.1)
Introduction,
1, 2, 3 4 5
•
writes large numbers in
standard or expanded form
(NS3.1)
2, 3, 4, 5,
Checking up
•
matches large numbers to real
situations
(WMS3.5)
Using Maths Tracks, Stage 3B, Unit 10
Adapted from: Mathematics K–6 Syllabus, © Board of Studies NSW 2002.
Indicator
Reflection
5
Teacher notes
Using Maths Tracks, Stage 3B, Unit 10
6
Teacher notes
Maths K–6
Stage 3B – Unit 10
Number
Whole Numbers
Entry 3: Expanded Notation
Supervisor notes
and
Student and supervisor guide
P/M 3B 43855
Centre for Learning Innovation
Number: 43855
Title: Using Maths Tracks Stage 3B Unit 10
This publication is copyright New South Wales Department of Education and Training (DET), however it may contain
material from other sources which is not owned by DET. We would like to acknowledge the following people and
organisations whose material has been used:
Extracts from Mathematics Syllabus Years K-6 © Board of Studies, NSW 2002
Maths Tracks Teacher’s Resource Book, Harcourt Education, 1st ed., 2004, by Trish
Leigh and Jennifer Vincent.
Maths Tracks Student Book, Harcourt Education, 1st ed., 2004, by Trish Leigh and
Jennifer Vincent.
The copyright in the Maths Tracks material is vested in the publisher, Reed
International Books Australia Pty Ltd, trading as Harcourt Education Australia.
Maths Tracks for NSW has been published under the Rigby imprint and the series
covers seven stages from Early Stage 1 to Stage 3B. Each stage has a Teacher’s
Resource Book, Student Book and Homework Book.
For professional development and support, view online at
www.rigby.com.au/pd/event.asp
Teacher notes p 5,
Supervisor notes p 3
Supervisor notes p 5
COMMONWEALTH OF AUSTRALIA
Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you on behalf of
the
New South Wales Department of Education and Training
(Centre for Learning Innovation)
pursuant to Part VB of the Copyright Act 1968 (the Act).
The material in this communication may be subject to copyright under
the Act. Any further reproduction or communication of this material by
you may be the subject of copyright protection under the Act.
CLI Project Team acknowledgement:
Writer:
Editors:
Illustrator:
Desktop publishing:
Helen Richards
Alan Barnes, Maree Camilleri
David Stanley
Esta Tserpes
All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in good faith.
Published by
Centre for Learning Innovation (CLI)
51 Wentworth Rd
Strathfield NSW 2135
________________________________________________________________________________________________
Copyright of this material is reserved to the Crown in the right of the State of New South Wales. Reproduction or
transmittal in whole, or in part, other than in accordance with provisions of the Copyright Act, is prohibited without
the written authority of the Centre for Learning Innovation (CLI).
© State of New South Wales, Department of Education and Training 2005.
Stage 3B – Unit 10
These Supervisor notes support the Student and supervisor guide for ‘Using Maths
Tracks’. The supervisor should detach them before giving the guide to the student.
They contain information on:
•
•
•
•
•
How to use this unit
Support and extension
Answer guide
Feedback
Checking up.
How to use this unit
Read
•
•
•
with your student:
What you’ll do
What you need
Words you need to know.
Your student’s teacher may have selected the appropriate activities from 1 to 5 by ticking
them in the list of What you’ll do. See also Support and extension.
The boxes on the right-hand side of the pages in the Student and supervisor guide
contain information and suggestions to help you support your student.
There is also space for you to make notes about how your student managed.
You can use your notes to help you fill in the Feedback sheet at the end of the unit.
An icon
shows when to refer to the Maths Tracks Student Book pages.
page x
After completing the unit, ask your student to complete the Checking up sheet
independently and return it to the teacher. Complete the supervisor side of
the Feedback sheet. Discuss the student side of the Feedback sheet and help
your student complete it.
Support and extension
The activities following the Introduction are at different levels. Your student’s teacher
may have selected the activities for your student. If activities have not been selected in
the guide, choose activities as below:
Introduction – for all students
Activities 1 and 2 – can provide extra support
Activities 3 and 4 – for all students
Activity 5 – can provide extra challenge
Reflection and Checking up – for all students.
Using Maths Tracks, Stage 3B, Unit 10
1
Supervisor notes
Answer guide
This guide helps you give your student feedback on questions and tasks in the unit or in
the Maths Tracks Student Book, especially where answers will vary.
Introduction
3 657 228
Activity 3
Check that your student has not written the millions digits in the ten millions boxes.
Activity 5
The largest number on page 11 is 23 608 905
The smallest number on page 11 is 32 069
Using Maths Tracks, Stage 3B, Unit 10
2
Supervisor notes
Feedback
Supervisor
The feedback you provide will help teachers assess your student’s progress and plan
future learning experiences. Please mark the scale and comment on the activities that
your student completed.
Student’s name
Date
Activity
•
see a need for large numbers
(NS3.1)
Introduction
•
understand place value of digits and
the use of zero
(NS3.1)
Introduction,
1, 2, 3, 4, 5
•
write large numbers in standard and
expanded form
(NS3.1)
2, 3, 4, 5,
Checking up
•
match large numbers to real
situations
(WMS3.5)
Using Maths Tracks, Stage 3B, Unit 10
with
difficulty
(Tick along line)
with
independently
help
Adapted from: Mathematics K–6 Syllabus, © Board of Studies NSW 2002.
Did your student:
Reflection
3
Supervisor notes
Feedback
Student
Help your student
to give feedback
on their learning
for completed
activities.
When I used large numbers in this unit I ______________________________________
______________________________________________________________________.
If I needed to use a lot of zeros, I had to think about ____________________________
______________________________________________________________________.
I think very big numbers are _______________________________________________.
Using Maths Tracks, Stage 3B, Unit 10
4
Supervisor notes
Student's name:
Checking up
Make sure your
student completes
this work
independently
for return to the
teacher.
Using Maths Tracks, Stage 3B – Unit 10
Number: Whole Numbers
Entry 3: Expanded Notation
2
3
Beside the digits underneath, write the zeros you would need to match the words
given. Think about the way you should group them:
a
Two thousand
2
b
Five million
5
c
Six hundred
6
d
Forty thousand
40
e
Three hundred thousand
300
Write these numbers in expanded form
a
427 363
b
236 999
c
17 020
Look at the numbers written in words below. Choose the larger number and write it
on the number expander from Activity 1.
•
•
three million, two hundred and four thousand, three hundred and thirty-four
three million, two hundred and forty-five thousand and nine
Return the number expander with the Checking up sheet.
Using Maths Tracks, Stage 3B, Unit 10
5
Supervisor notes
Adapted from: Maths Tracks Teacher’s Resource Book Stage 3B © Harcourt Education, 2004.
1
Using Maths Tracks, Stage 3B, Unit 10
6
Supervisor notes
Stage 3B – Unit 10
Student and supervisor guide
Unit contents
About this unit ....................................................................................... ii
What you’ll do ................................................................................... ii
What you need ................................................................................. ii
Words you need to know ............................................................ iii
Icons .................................................................................................... iii
Using this guide .............................................................................. iii
Returns................................................................................................ iii
Introduction .............................................................................................1
Activity 1 ....................................................................................................3
Activity 2 ....................................................................................................5
Activity 3 ....................................................................................................6
Activity 4 ....................................................................................................8
Activity 5 ....................................................................................................9
Reflection ................................................................................................ 12
Checking up .......................................................................................... 13
Student sheets ................................................................................... 15
Using Maths Tracks, Stage 3B, Unit 10
i
Student and supervisor guide
About this unit
This unit is about big numbers – what they should look like, what they
mean and the ways they can be written. You may have thought about
some of this before, or it may be new. The examples will help you think
about what big numbers really mean, and there are questions to make
you think for yourself in a slightly different way.
What you’ll do
√
Introduction
•
think about the way large numbers are written
Activity 1
•
make a number expander
•
say the value of each digit in a written number
Activity 2
•
make and order large numbers in expanded and standard forms
•
construct expanded numbers from the standard form
Activity 3
•
complete examples of expanded numbers
•
represent expanded numbers on an abacus
Activity 4
•
write numbers into expanded notation
•
write the numbers from the expanded form
•
write the value of each digit in the number
Activity 5
•
write numbers from expanded notation
√
√
Reflection
•
give instances when large numbers are required
Checking up
•
write numbers in expanded form
•
write the digits to match the words
What you need
Activity 1
•
soft pencil, clean eraser
Activity 3
•
Maths Tracks Student Book Stage 3B, page 9
Activity 4
•
Maths Tracks Student Book Stage 3B, page 10
Activity 5
•
Maths Tracks Student Book Stage 3B, page 11
Checking up
•
A Maths Dictionary for Kids on computer or CD-ROM (optional)
Using Maths Tracks, Stage 3B, Unit 10
ii
Student and supervisor guide
Words you need to know
place value
millions
hundred thousands
ten thousands
thousands
hundreds
tens
ones
numeral
digit
number expander
expanded notation
Icons
Record this for the teacher.
Return this to the teacher.
Use the page in the Maths Tracks Student Book.
Page 5
Use a computer for this activity.
Using this guide
The boxes on the right-hand side of pages in the Student and supervisor
guide contain information and suggestions for the supervisor.
After each activity, circle the face that shows how you feel about your
work and talk about it with your supervisor.
Returns
Checking up sheet and number expander from Activity 1
personal tape or recording – Reflection
Supervisor and Student feedback sheets
this guide (if the teacher asks for it)
Using Maths Tracks, Stage 3B, Unit 10
iii
Student and supervisor guide
Using Maths Tracks, Stage 3B, Unit 10
iv
Student and supervisor guide
Introduction
Do you know what an abacus is?
When did you last use one?
What is it for?
Did you know that the earliest known abacus
dates back two and a half thousand years?
Many different types were used to help in
counting small and large numbers.
The abacus is still used today in many parts of
the world. Some people can calculate more
quickly with an abacus than with a computer.
In the picture there is an abacus showing a large
number.
Do you know what this number is?
It is showing two million, three hundred and
thirty-four thousand, two hundred and fourteen,
which can be written as:
2 334 214
You probably know that numbers we use for
large amounts are grouped in sets of three with
a space between each set. Mostly we do not
need to write numbers bigger than millions.
Using Maths Tracks, Stage 3B, Unit 10
1
In this introductory activity,
ensure that your student
understands the use of
the zeros in expanded
numbers and the grouping
of digits into threes in large
numbers.
Student and supervisor guide
The digit groups show:
* millions, up to nine hundred and
and
ninety-nine millions
* thousands, up to nine hundred
and ninety-nine thousands
* ones or units, up to nine hundred
and ninety-nine.
Expanded form is another way to record large
numbers in words or digits.
When you see a number like 2 334 214, it can
easily be set out in an expanded (or stretched
out) way. The place of each digit will determine
its true value. In its expanded form, each digit is
given its true value and will look like this:
in numerals:
2 000 000 + 300 000 + 30 000 + 4000 +
200 + 10 + 4
in words:
or
two millions + three hundred
thousands + thirty thousands + four
thousands + two hundreds + one ten
+ four ones
two millions + three hundreds of
thousands + three tens of thousands
+ four thousands + two hundreds
+ one ten + four ones
Using Maths Tracks, Stage 3B, Unit 10
2
Student and supervisor guide
On the abacus above, show this expanded
number
3 000 000 + 600 000 + 50 000 + 7000 +
200 + 20 + 8
How would this number usually be written?
Refer to the Answer guide in
the Supervisor notes.
Provide feedback for this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
3
some
help
no
help
Student and supervisor guide
Activity 1
Here is another way to show the value of each
digit in expanded numbers.
If your student has any
difficulty with this activity,
refer to the expanded
numbers written in the
Introduction to see how the
zeros apply.
Find Student sheet 1. Cut out the parts of the
number expander and use paste or adhesive
tape to join them together.
In the square next to each word, put in the
number of zeros to match. The first one
(million) has been done for you.
With your expander fully open, use a pencil to
write in the digits in the empty boxes to make
this number:
Have your student use a
pencil to practise examples
on the number expander,
rubbing out each time.
3 546 781
Fold the number expander so you see the digits
only. Look at each of these digits, and try to
think of the number of zeros each one would
need for its position in the whole number.
For example, the 6 represents six thousand so
would need three zeros (6000).
Using Maths Tracks, Stage 3B, Unit 10
4
Student and supervisor guide
Fold up your number expander, rub out your
digits and write this number:
4 823 439
Think about the number of zeros that each digit
would need.
Unfold the expander again and check the
number of zeros for each digit.
Rub out your digits.
Explain to your supervisor or another person
how the expander works. Remember to say
what the place value of each blank box is.
Ask your supervisor to tell you a number.
Write it on your number expander.
Give the expander to your supervisor so you can
be asked to say the number of zeros that belong
to each digit.
Provide feedback for this
activity on the Feedback
sheet.
Keep the blank expander
to use in the ‘Checking up’
section to return to the
teacher.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
5
some
help
no
help
Student and supervisor guide
Activity 2
Find Student sheet 2a and cut out each of the
cards. Make one pile for the 1-9 digits and a
pile for all the zeros. Shuffle each pile and
turn them face down.
If you are playing with a partner, they will
do the same with the cards from Student
sheet 2b.
Take a card from each pile, turn them over and
place them in front of you. Take another two
and decide where these two would fit with the
first two in an expanded number. Continue
taking pairs of cards and placing them until you
have completed an expanded number from the
millions.
For example,
Write this number on a sheet of paper without
the expanded zeros. Remember to leave spaces
between the millions and hundred thousands
and between the thousands and hundreds.
Shuffle the cards again and make more numbers
in the same way until you have completed five.
Use a coloured pencil to mark your numbers
in order of size from one to five (largest to
smallest).
If playing with a partner, the winner is the one
with the largest number.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
6
some
help
no
help
Student and supervisor guide
Activity 3
Find page 9 in the Maths Tracks Student Book.
Page 9
Work through each of the examples, using your
own number expander if necessary.
1
Write each of the numbers into the boxes
on the number expander. Notice that the
numbers begin with millions, so be sure to
start at the right place.
2
This is the opposite of Task 1. Read each
number in the expanded way, then write
it on the line at the end of each number
expander.
3
Read each expanded number, then draw
beads on the abacus to show it. Notice that
there are three columns for millions, so you
will need to think where the first beads go
to show the millions.
Mark your answers for this page at the back of
the Maths Tracks Student Book. Have another
try if you went off the track.
Help your student read and
interpret the instructions
and assist with any
difficulties.
Refer to the Answer guide
in the Supervisor notes.
Discuss possible reasons
for different answers and
praise successes.
Provide feedback for this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
7
some
help
no
help
Student and supervisor guide
Activity 4
Find page 10 in the Maths Tracks Student Book.
Page 10
1
Be careful with the number of zeros added
in expanded notation. It could be easy to
add one or leave one out.
2
Remember to leave a space between each
group of digits: millions, thousands and
ones.
3
Follow the pattern of the example to
complete this task.
If your student has
understood the expanded
number work so far, there
should be no problem with
the exercises on this page.
For extra challenge, ask
your student to write the
numbers in Task 3 with
correct spacing.
Mark your answers for this page at the back of
the Maths Tracks Student Book. Have another
try if you went off the track.
Discuss possible reasons
for different answers and
praise successes.
Provide feedback on this
activity on the Feedback
sheet.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
8
some
help
no
help
Student and supervisor guide
Activity 5
Find page 11 in the Maths Tracks Student Book.
Page 11
Look carefully at the examples on this page,
as they are a little different from the previous
pages. Complete Tasks 1 and 2 only.
Read each task carefully before you begin.
You may wish to discuss
these examples with your
student first.
In Task 1, an example has been completed for
you. You will notice that the boxed numbers are
not in correct order and not all parts of the final
number are included. This means you will need
to put a zero where a number part is missing.
Look for the largest number first and work
downward from there.
1 Your student will have
to check each group of
numbers to find the largest
number represented.
This becomes the first digit
to be written down.
An example has been
completed.
In this example, although
the beginning digit will be
2 (for 2 million), the next
digit will be 3, for three
hundred thousand – not 5.
In Task 2, do the multiplication for each number
before you write it down in its correct column.
You could draw six columns on paper to help you
put in each part before you add up the whole
number. In a,, the first number you write down
will be 3, in the third column, for 300.
The next number will be 17 in the fourth and
fifth columns for 17 000. And so on for each
number.
The first number would look like this:
M HTh TTh Th
H
T
O
1
4
7
0
3
0
0
0
0
0
4
0
0
0
0
0
0
0
6
0
4
5
7
3
0
6
Mark your answers for this page at the back of
the Maths Tracks Student Book. Have another
try if you went off the track.
Using Maths Tracks, Stage 3B, Unit 10
9
Provide feedback for this
activity on the Feedback
sheet.
Student and supervisor guide
In place of Task 3 on page 11, of the Maths
Tracks Student Book answer the following
questions.
Refer to the Answer guide
in the Supervisor notes.
What is the largest number on page 11?
What is the smallest number on page 11?
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
10
some
help
no
help
Student and supervisor guide
Reflection
Read the task below and decide how you could
make up an answer for your teacher.
You may need to write something on paper to be
ready to record your answer.
In this unit, you have worked with lots of
numbers, and you have used zero to show
what each digit really means.
Here is another way to think about what
numbers are telling you.
1
10
100
1 000
1
10
100
000
000
000
000
=
=
=
=
=
=
=
yourself
yourself, your family and some friends
the number of people you know really well
the number of people in a small town
the number of people in a town like Gunnedah
almost the population of Darwin
a little less than the population of Adelaide
Can you think of another way to explain
these numbers?
You might use money or travel distances to
compare 1 with 1 000 000.
When you have thought about the question,
turn on the recorder and tell your teacher
about another way to describe the
numbers.
Provide feedback for this
activity on the Feedback
sheet.
Stop the recording now.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
11
some
help
Student and supervisor guide
no
help
Checking up
Before you begin your Checking up sheet, you
could look up A Maths Dictionary for Kids.
On the first page select Ee, and then choose
Expanded Notation.
In the box on the right you can enter up to
seven digits.
When you click the arrow button, the digits will
appear as an expanded number.
Complete the Checking up sheet without any
help from your supervisor.
After you have finished the Checking up sheet,
fill in the student side of the Feedback sheet.
You may need to look back at the smiley faces
you circled to remind yourself how you felt about
each activity.
You may have the dictionary
on a CD-ROM or the website
is <www.teachers.ash.org.
au/jeather/maths/dictionary.
html>
The Checking up sheet and
Feedback sheet are near the
back of the Supervisor notes
for this unit.
Make sure your student
works on this assessment
task independently with
your assistance to read and
interpret the instructions.
Return the Checking
up sheet to the teacher
unmarked.
Also, return the number
expander from Activity 1.
Feedback:
lots of
help
Using Maths Tracks, Stage 3B, Unit 10
12
some
help
no
help
Student and supervisor guide
Number Expander
Activity 1
Ten
Thousands
Tens
Hundred
Thousands
Hundreds
Using Maths Tracks, Stage 3B, Unit 10
Millions
Thousands
Ones
glue here
glue here
13
Student sheet 1
Using Maths Tracks, Stage 3B, Unit 10
14
Student sheet 1
1–9 Numeral cards
Activity 2
Cut out each card. Make a pile for the numbers and a pile for the zeros.
1
2
3
4
5
6
7
8
9
Place-value zeros
000 000
00 000
0 000
000
00
0
Using Maths Tracks, Stage 3B, Unit 10
15
Student sheet 2a
Using Maths Tracks, Stage 3B, Unit 10
16
Student sheet 2a
1–9 Numeral cards
Activity 2
Cut out each card. Make a pile for the numbers and a pile for the zeros.
1
2
3
4
5
6
7
8
9
Place-value zeros
000 000
00 000
0 000
000
00
0
Using Maths Tracks, Stage 3B, Unit 10
17
Student sheet 2b
Using Maths Tracks, Stage 3B, Unit 10
18
Student sheet 2b
Centre for Learning Innovation
NSW Department of Education and Training
51 Wentworth Road
Strathfield NSW 2135