What’s My Number MAG 4.3.9
Draft-This is a work in progress. MAG Writing Project Year 4 2013
Australian Curriculum YR 4
ACMNA072 Recognise, present and order numbers to at least
tens of thousands
Key Ideas
Numbers tell how many or how much.
There are many different ways to represent number.
6.
Students break into groups of four, taking turns to create a
new number, identify the value as they add a new place
value and say the number created.
7.
Select one number and ask students to identify its place
value. e.g.- in 5492 - what is the value of the 9 - 90 or nine
tens
Resources
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FISH problem solving
PVC 0-9 number cards
Mini whiteboards
Number, Place Value
boxes
Activity Process
Introduce 10 thousand place value and
correctly saying 5 digit numbers
1.
Using individual whiteboards, students draw five columns
and write the place value headings. (1, 10, 100 - 1
thousand,)
2.
Select a number out of the number box then a place value
out of the place value box requesting students to write that
number in the correct column to create a four digit number.
select a student to say the number created
Introductory Activity Process -Review
Revise student understanding of place value to 4 digits, MAGS
4.1.1 - Place Value
1. Place PVC number cards on the carpet ( 0-9)
2.
Four students randomly select one card - identify the
number
3.
Ask one student to put their number on the floor and
identify the place value of that number (ones)
4.
Students take turns placing another number down on the
floor. Discuss the place value of each number put down.
Students to identify if/how the number has changed from
when they first picked it up
a. the number was a 5 with a value of five ones and is
still five ones
b. the number was a 5, with a value of five ones , now
the number is 5 tens and worth 50.
c. -the number was a 5, worth five ones now the
number is 5 hundreds and worth 500.
d. the number was a 5, worth five ones now the number
is 5 Thousands and worth 5000.
e. What is the whole number? (5,555)
5.
3.
4.
Repeat step two but select a fifth number out of the box.
Students suggest where the fifth number could be placed,
listening to the reasoning given to gauge current
understanding of place value- FISH questioning strategyInference
Ask students to predict what they think the next column
might be called, ask them to justify their response with
reasoning-FISH strategy-prediction (hypothesis)
5.
Explain that the next place value is called 10 thousands and
label that column.
6.
Explain that when we say numbers that have five digits that
we will group the thousands together, separated by a space
but not a comma (American version use commas)
7.
54 231 will be said as 54 thousand, two hundred and thirty
one. (Suggest you use arrows to show numbers increase left
to right in value but their value is read right to left)
8.
Introduce the phrase ‘tens of thousands’ as an estimate. E.g.
Create place value headings to put on the columns.
9.
Introduce the phrase ‘tens of thousands’ as an estimate.
E.g. Newspaper article reported. ‘For tens of thousands of
people, race to Mars already has begun.’ Two planned
private expeditions to Red Planet drawing heavy interest
from Earthlings. The actual expeditions are years away, but
already tens of thousands of people have applied to be
among the first humans to travel to Mars – even though
they know they may never return to Earth.
10. Ask students to create , record, display and say a 5 digit
numbers that could be the exact number of Earthlings who
have signed up-FISH strategy-prediction (transference)
Activity Process-Expanded Notation
Introduce, explain and show expanded notation to 5 digit
numbers.
1. Display expanded notation webpage ??
2. Students read number displayed - If some students are having
difficulties saying the number correctly, ask peers to
model/explain how it is said.
3. Ask what value is in the 1’s, 10’s, 100’s, 1000’s, 10000’s of the
number displayed. Ask students to volunteer to unpack the
number. Use this as a potential teaching opportunity. Students
may only say the numeral name - explain the difference
between the numeral name and the value of the number.
(students still having difficulty can make the number with MAB
blocks-differentiate)
4. Introduced into its place value. Expanded notation is show as
a sum with the value of each number added to each other.
Students should start at the 1’s place and work up to 10000’s to
work for smallest to largest value.
5. Work through examples with students saying number and
expanded notation. (This activity and concept can be reinforced
during numeracy rotations)
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Activity Process - Introduce descending order.
Activity Process-Extensions and Variations
Criteria
● Apply an understanding of place value to read and write
1. Using playing cards invite one student to select 5 cards
(ensure picture cards are removed) and orally say the number
they have created.
Students create a number neighbourhoods,
there is the 1’s neighbourhood - with houses for the 1’s, 10’s’
100’s, their is a 1000’s neighbourhoods with houses for 1000’s,
10000’s and 100000’s. Reminder students we have to invite
students to represent the next place values using the resources
of the previous activities - cards
2. Repeat step one three more times until you have four
numbers.
Real life experiences:
3. Introduce term descending - arranging numbers from largest
value to the smallest value. Draw a staircase and ask students
to identify the largest valued number.
4. Write this number at the top of the staircase, continue
identifying the next number of highest value and place it on the
next step down.
5. Record numbers in descending order horizontally in a line.
6. Divide students into small groups to continue to take turns
making numbers up to 5 digit and record in descending order.
Activity can be done with five dice rather than cards. IWB has
dice that can be used to make numbers and students can work
on the same number as a whole class.
Activity Process - Introduce ascending order
Ask students to take a photo of their house number. As a group
sort them into ascending and descending order based on their
numerical place value.
Investigation: Number Detective
http://nrich.maths.org/204
Follow the clues to find the mystery number from a list
provided. This problem offers opportunities to reinforce the
language and characteristics of numbers.
2. Introduce term ascending order, using the staircase, like
ascending a staircase. “We start at the lowest point - the lowest
number” on the bottom step and work our way up to the top the highest number”
3. Work through numbers placing them on the next step up by
their value.
4. Re-write numbers horizontally in ascending order 54321, 62901, 78145, 88974
5. Divide students into small groups to continue to take turns
making numbers up to 5 digit and record in descending order.
Activity can be done with five dice rather than cards. IWB has
dice that can be used to make numbers and students can work
on the same number as a whole class.
Assessment Year 4 Achievement Standard
By the end of Year 4, students choose appropriate strategies for
calculations involving multiplication and division. They recognise
common equivalent fractions in familiar contexts and make
connections between fraction and decimal notations up to two
decimal places. Students solve simple purchasing problems.
They identify unknown quantities in number sentences. They
describe number patterns resulting from multiplication.
An obvious extension is for the children to make up their own
examples for each other. They could repeat the format of the
given problem, or play 'what's my number?' with a partner,
where they try to find out what the mystery number is in the
minimum number of guesses. Give an opportunity for them to
describe why some questions are more useful than others.
Assessment
1. Following steps 1 and 2 of previous activity, create four
numbers for class to work with. Check students are orally saying
words correctly - may experience difficulty separating thousand
and ones.
numbers of up to 5 digits
● Arrange numbers of up to five digits in ascending and
descending order
● State the place value of digits in numbers of up to 5 digits
● Use place value to partition numbers of up to 5 digits and
recognise this as ‘expanded notation’
Task 1
What real-life situations might this number describe?
Option 1: 10 000 Option 2: 1 000
Use newspapers
Task 2
Choose one of the measurements shown below. About how
many years old is someone who is as old as the measurement
you chose?
Option 1: 1 000 days
Option 2: 10 000 hours
Option 3: 1 000 000 seconds
Students compare areas of regular and irregular shapes using
informal units. They solve problems involving time duration.
They interpret information contained in maps. Students identify
dependent and independent events. They describe different
methods for data collection and representation, and evaluate
their effectiveness.
Students use the properties of odd and even numbers. They
recall multiplication facts to 10 x 10 and related division facts.
Students locate familiar fractions on a number line. They
continue number sequences involving multiples of single digit
numbers. Students use scaled instruments to measure
temperatures, lengths, shapes and objects. They convert
between units of time. Students create symmetrical shapes and
patterns. They classify angles in relation to a right angle.
Students list the probabilities of everyday events. They construct
data displays from given or collected data
Task 3
Choose one of the measurement shown below and use your age
to work out how many of them you are.
Option 1 : How many days old are you?
Option 2: How many hours old are you?
Option 3: How many seconds old are you?
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Background
‘Research says mathematics is like a language and some
techniques used to learn language can be used to learn the
language of maths’ Paris & Cunningham 1996
National Numeracy Review Report (2008) found that the
language and literacies of mathematics be explicitly taught by
all teachers of mathematics in recognition that language can
provide a formidable barrier to both the understanding of
mathematics concepts and
to providing students access to assessment items aimed at
eliciting mathematical understandings.
The convention for writing numbers of more than four digits
requires that numerals have a space (and not a comma) to the
left of each group of three digits when counting from the units
column. No space is used in a four digit number.
Word Wall:
ones, tens, hundreds, thousands, ten thousands, place value,
expanded notation, predict, ascending, descending, expanded
notations, addition
Links to other MAGs
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