Math for Lifelong Learning Grade 3
Chapter 1: Understanding Whole Numbers
Lesson 1: Working with Whole Numbers and Place Value
Motivation
1. Divide the class into groups of 5 to 6 members to perform the activity "Form a Number."
2. Distribute 4 sets of number cards 0 to 9 to each group. Then ask each group to form a given number by raising the appropriate cards to form the number. For example, you can say the following:
Motivation
1. Divide the class into groups of 5 to 6 members to perform the activity "Form a Number."
2. Distribute 4 sets of number cards 0 to 9 to each group. Then ask each group to form a given number by raising the appropriate cards to form the number. For example, you can say the following:
- Form the largest four-digit number you can form from the numbers 0 to 9 without repeating a number.
- Form the smallest four-digit number you can form from the numbers 0 to 9. You can repeat a number.
- Form the date today.
- Form the total of nine ₱100 notes.
- Are numbers important?
- In what situations in your daily life do you use numbers?
- How do numbers help you in your daily life?
Lesson Proper
1. Show the pupils a sample of an election result similar to the one shown on page 3 of the MLL 3 worktext.
2. Engage the pupils in a discussion about elections. Ask the students the questions below regarding elections and the election result you presented.
4. Write the number 10 000 on the board. Then ask the pupils to imagine how much the number amounts to. Ask: How big is 10 000? If you count using objects like chips or beans or ₱1 coins, how many of each object will there be? Will it be easy to count them? How can you make the counting fast? How much do you "skip" if you skip count to 10 000?
5. Show the pupils base 10 blocks. Ask: What are these blocks for? How are these different blocks grouped? What numbers do they show? Then explain what each block represents. Ask: How do you use these blocks to count? Using these blocks, how can you count to 10 000? How many blocks do you use?
6. Emphasize that a unit block represents 1, a 10-block represents 10, and a flat represents 100. Show how these base 10 blocks represent a given number less than 100. Refer to page 5 of the MLL 3 worktext.
7. On the board, write the number 1000. Ask the pupils how many unit blocks, 10-blocks, and flats would make 1000. Then show them the 1000-block and emphasize that it represents 1000.
8. Using the base 10 blocks, show the pupils that they can rename or regroup ten 1s as 10, ten 10s as 100, ten 100s as 1000, and ten 1000s as 10 000.
9. Let the pupils answer the exercises under On the Road to Learning on pages 7 and 8.
10. Represent certain numbers using sets of base 10 blocks. Ask the pupils to write the number you represented in symbols and in words. Then ask: Can you use other objects to represent large numbers? What objects can you use?
12. Divide the class into two groups to perform the activity "You Form It, I Write It."
12. Ask for volunteers from both groups. Then call one pupil from each group. Instruct the pupil from the first group to form a number using the base 10 blocks. Then instruct the pupil from the second group to write on the board the number it represents.
13. Call on other pupils from the two groups. But this time the pupil from the second group forms the number and the pupil from the first group writes the number he/she formed.
14. Discuss with pupils how bank tellers count money that is deposited or withdrawn from a bank. Explain that bank tellers sort money by denomination. If a person deposits money, he/she has to indicate how many of each note or coin he will deposit. If a person withdraws money, he/she can count the money easier by grouping the notes or coins by denomination and then counting. Explain that this sorting helps banks compute how much money is deposited or withdrawn easier. Relate this to how numbers are regrouped or renamed and how numbers are formed using base 10 blocks.
15. Show the pupils a place value mat and chart. Call on a volunteer. Instruct him/her to place a certain number of a kind of base 10 block on each column of the place value mat or chart. That is, have him/her place 1000-blocks in the Thousands place, flats in the Hundreds place, 10-blocks in the Tens place, and unit blocks in the Ones place. For example, the pupil may represent this number.
2. Engage the pupils in a discussion about elections. Ask the students the questions below regarding elections and the election result you presented.
- Have your participated in an election process in the classroom or school?
- How do you determine the winner/s in an election?
- What is the data about? What do the numbers represent/tell about the candidates?
- If you will be the ones to count the votes for each candidate, what attitude of value should you possess?
- How important is honesty and accuracy in counting in the election process?
- How do you read very large numbers like these?
- How big are these numbers? How do you picture or visualize these very large numbers?
4. Write the number 10 000 on the board. Then ask the pupils to imagine how much the number amounts to. Ask: How big is 10 000? If you count using objects like chips or beans or ₱1 coins, how many of each object will there be? Will it be easy to count them? How can you make the counting fast? How much do you "skip" if you skip count to 10 000?
5. Show the pupils base 10 blocks. Ask: What are these blocks for? How are these different blocks grouped? What numbers do they show? Then explain what each block represents. Ask: How do you use these blocks to count? Using these blocks, how can you count to 10 000? How many blocks do you use?
6. Emphasize that a unit block represents 1, a 10-block represents 10, and a flat represents 100. Show how these base 10 blocks represent a given number less than 100. Refer to page 5 of the MLL 3 worktext.
7. On the board, write the number 1000. Ask the pupils how many unit blocks, 10-blocks, and flats would make 1000. Then show them the 1000-block and emphasize that it represents 1000.
8. Using the base 10 blocks, show the pupils that they can rename or regroup ten 1s as 10, ten 10s as 100, ten 100s as 1000, and ten 1000s as 10 000.
9. Let the pupils answer the exercises under On the Road to Learning on pages 7 and 8.
10. Represent certain numbers using sets of base 10 blocks. Ask the pupils to write the number you represented in symbols and in words. Then ask: Can you use other objects to represent large numbers? What objects can you use?
12. Divide the class into two groups to perform the activity "You Form It, I Write It."
12. Ask for volunteers from both groups. Then call one pupil from each group. Instruct the pupil from the first group to form a number using the base 10 blocks. Then instruct the pupil from the second group to write on the board the number it represents.
13. Call on other pupils from the two groups. But this time the pupil from the second group forms the number and the pupil from the first group writes the number he/she formed.
14. Discuss with pupils how bank tellers count money that is deposited or withdrawn from a bank. Explain that bank tellers sort money by denomination. If a person deposits money, he/she has to indicate how many of each note or coin he will deposit. If a person withdraws money, he/she can count the money easier by grouping the notes or coins by denomination and then counting. Explain that this sorting helps banks compute how much money is deposited or withdrawn easier. Relate this to how numbers are regrouped or renamed and how numbers are formed using base 10 blocks.
15. Show the pupils a place value mat and chart. Call on a volunteer. Instruct him/her to place a certain number of a kind of base 10 block on each column of the place value mat or chart. That is, have him/her place 1000-blocks in the Thousands place, flats in the Hundreds place, 10-blocks in the Tens place, and unit blocks in the Ones place. For example, the pupil may represent this number.
15. Call on another volunteer pupil to identify the number that the first volunteer pupil formed. In the example above, the number shown is 1137. Then ask other volunteer pupils about the place value and value of each digit in the number.
16. Ask other pupils to form other numbers using the place value mat or chart. Then have other pupils identify the number, the place values of its digits, and the values of its digits.
17. Let the pupils answer the exercises under On the Road to Learning on pages 9 and 10.
16. Ask other pupils to form other numbers using the place value mat or chart. Then have other pupils identify the number, the place values of its digits, and the values of its digits.
17. Let the pupils answer the exercises under On the Road to Learning on pages 9 and 10.
Culmination and Synthesis
- Have the pupils pick a partner. Instruct each pupil to think of a four-digit number and tell their partner what number they are thinking of. Then tell each pupil to draw on a piece of paper a model for the number he/she stated. Instruct each pupil to write the number in words below the model and identify the place value and value of each digit in the number.
- Let each pair exchange number models, so that each pupil can check the work of their partner. Let each pupil tell their partner in case something is wrong with their model. Repeat this activity twice more.
- Let the pupils complete the sentences under Understanding How I Learned on page 13 of the worktext.
- Let the pupils form groups of 5 or 6 members. Then have each group perform the activity "Math in Décor" under Living with Math on pages 10 and 11 of the worktext.
- Ask for volunteers to write the important words they have learned in the lesson on the board. Then have the pupils write these important words in the blanks under Creating my Math Word Corner on page 11 of the worktext.
Assessment
1. Let the pupils perform the activity “Number Race.” Divide the class into 2 to 3 teams. Have each team form a line. Place 2 to 3 sets of number cards in front having numbers in blocks or symbols, in words, and in place value and value.
3. Have the pupils answer the exercise under Extending Beyond the Standard on pages 12 and 13 of the worktext.
- Example: 3005, three thousand five, 3000 + 5, 3 thousands and 5 ones Each member on the line will look for three cards that contain equal values and bring them to the teacher for checking. If the three cards are equal, the pupil can tap the next player in his/her line to do the same. The first team to finish matching all the cards correctly wins.
3. Have the pupils answer the exercise under Extending Beyond the Standard on pages 12 and 13 of the worktext.