Number: Level 3 2010 Meagan Millard

Place Value
2.25
• use of place value (as the idea that ‘ten of these is one of those’) to determine the size and order of
whole numbers to hundreds
• use of money as a model for grouping and unpacking lots of 10s
2.5
• addition and subtraction of amounts of money including calculation of change from $10
2.75
• use of place value (as the idea that ‘ten of these is one of those’) to determine the size and order of
decimals to hundredths
3
• use place value (as the idea that ‘ten of these is one of those’) to determine the size and order of whole
numbers to tens of thousands, and decimals to hundredths.
• round numbers up and down to the nearest unit, ten, hundred, or thousand.
Websites:
Refer to www.simplybox.com for bookmarked websites.
Vocabulary:
Place value, ones, tens, hundreds, thousands, tens of thousands, estimating,
rounding, equivalence, pattern, order, largest, smallest
Whole Class Focus:
• Independently brainstorm what you know about 4 digit numbers. Come
together as a class and share.
• Rounding off – why might we round off numbers? When would we use
rounding of numbers?
• Exploring extended notation (using place value cards on Easiteach).
Explore different ways of representing numbers (eg 3224 can be 32
hundreds and 24 ones etc).
• Wishball – trading of numbers. Idea that 10 of these is 1 of those.
• Higher or Lower
• Buzz
• Time students saying the alphabet 3 times as fast as they can. Record
times. Ordering – how can we order these times from fastest to slowest?
• Decimals discussion. Are there numbers smaller than 1? How do we write
them? Why might we need them? How do we say them? Wishball
hundredths.
• Using number cards, give some numbers to students and get them to
make the largest number possible. Add another student with another
number. Discuss how an extra digit changes the number.
• 10 more, 10 less, 100 more, 100 less etc. What number do you focus on?
What patterns do you notice?
• Using a place value chart to discuss numbers up to 5 digit. What is the
relationship between the different place values (eg 10 ones = 1 ten, 10
tens=1 hundred etc). Use place value houses to notice pattern in reading
larger numbers.
•
Small Group Focus:
• Extended notation – breaking down numbers and exploring value
• BLM 2 from Nelson Maths 4 TRB “Place Value Dice Roll”
• Time each other tying up their shoelaces and then order the times (with
decimals).
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Independent Maths:
• BLM 2 from Nelson Maths 4 TRB “Place Value Dice Roll”
• Rounding number plates – record the digits on the number plates of the
cars in the staff car park and order them from highest to lowest.
• BLM 4 from Nelson Maths 4 TRB “Skip-counting Challenge”
• BLM 5 from Nelson Maths 4 TRB “Skip-counting Grids”
• BLM 6 from Nelson Maths 4 TRB “Rolling 5-digit numbers”
• Wipeout – using calculators, students need to start with a 4 or 5 digit
number. They select 1 number they are going to “wipeout” and then do
the process to get rid of that number. For example, if they start with 3546,
and want to “wipeout” the 4, they will need to know to minus 40, not 4.
• Students work in groups with 4 dice. They roll the 4 dice and make a 4
digit number. They then list all the different ways of writing that number.
• Newspaper number hunt. Students use newspapers to find all the different
numbers within them and what they are used for (eg temperature, crowd
attendance etc)
•
Assessment:
• Assessment task card 4.1, 4.2 and 4.3 from Nelson Maths 4 TRB
•