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DAY 1 1
Chapter 1 Numbers to 1000
Stage: Pictorial Representation
− Refer students to the picture of the 1 hundred- square, 6 ten-rods and 7 unit cubes on PR1ME p. 4. Tell students that the 1 hundred-square represents 100, the 6 ten-rods represent 60 and the 7 unit cubes represent 7.
Chapter Overview Lesson 1: Hundreds, Tens and Ones Lesson 2: Comparing Numbers
Note for Teachers In this chapter, students learn to identify digits in the hundreds, tens and ones places. Ensure that students can interpret the place value chart, which is a useful tool for comparison of numbers as well as the addition and subtraction of numbers. When comparing numbers, students are introduced to the symbols “>” and “,” to express the relative value of two or more numbers.
Write the following on the board: 100 60 7
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Tell students that there are 167 unit cubes altogether.
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Stage: Abstract Representation
− Write the number ‘167’ and its number word ‘one hundred and sixty-seven’ on the board. − Lead students to see that ‘167’ can be broken
down into hundreds, tens and ones, for example. one hundred, sixty and seven.
Lesson 1: Hundreds, Tens and Ones
− Then, guide them to read the number ‘167’ as ‘one hundred and sixty-seven’. − Finally, guide students to understand where the word ‘and’ is included in the number word.
Learn
Reading and writing numbers (PR1ME p. 4)
(b) Stage: Concrete Experience
Learning Outcomes: •
If available, use base ten blocks to guide students to count in steps of 100. This allows students to see the relationship between 10 hundreds and 1 thousand. − Using 10 hundred-squares, guide students to count from 100 to 1000. Show students each hundred-square as you count along in steps of 100. − Highlight to students that there are 10 hundred- squares, and 10 hundreds is equal to 1000. − On the board, write 10 hundreds = 1 thousand.
Interpret a 3-digit number in terms of hundreds, tens and ones • Read and write a 3-digit number and the corresponding number word Materials: • Base ten blocks (a) Stage: Concrete Experience If available, use base ten blocks to represent numbers and count physical objects in ones, tens and hundreds. Learning how to break down a number into hundreds, tens and ones will help students in learning to read and write numbers in numerals and number words. − Using 10 unit cubes, guide students to count from 1 to 10. Connect each unit cube as you count along in steps of 1. Show students the ten-rod formed by the 10 unit cubes and remind them that it represents 10. − Next, guide students to count from 10 to 100 using ten-rods. Inform students that we can count in a faster way by counting on from 10 to 100 in steps of 10. − Count along in steps of 10 as you connect each ten-rod. Show students the hundred- square formed by the 10 ten-rods. − Have students recall that 10 tens = 1 hundred. − Then, guide students to count on from 100 to 160 in tens using 6 ten-rods. − Finally, guide students to count on from 160 to 167 in ones using 7 unit cubes. − Highlight to students that there is 1 hundred- square, 6 ten-rods and 7 unit cubes.
Stage: Pictorial Representation
− Refer students to the 10 hundred-squares on PR1ME p. 4. Guide them to count the number of hundred-squares on the page in steps of 100. Stage: Abstract Representation − Write the number ‘1000’ and its number word ‘one thousand’ on the board. − Lead students to see that there are no hundreds, tens or ones in the number. − Then, guide them to read the number ‘1000’ as ‘one thousand’.
Guide students to read and write other numbers, such as 208 and 350.
16 Scholar Zone Summer: Math
Chapter 1
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