Lesson 2 Visualizing Numbers up to 10 000

Week 1

Objective
Visualize numbers 5 001 up to 10 000

Value Focus
Accuracy, Patience

Prerequisite Concepts and Skills

1. Visualizing, reading, and writing numbers through 5 000
2. Intuitive concept of numbers
3. Place value of whole numbers

Materials
Flats, longs and squares, flash cards, grid papers/hundreds chart

Instructional Procedures

A. Preliminary Activities
1. Drill
Have pupils in the first row write a number between 5 001 and 6 000 on
their "show me” board.

Call each one to show the number to the class and read. Do this as
snappily as possible. Repeat the same procedure with the other rows.

2. Review
Let the pupils answer the exercise below:
Write the number represented by each set of number discs.

1) 1 000 1 000 1 000 1 000 1 000 100 10 1

2) 1 000 1 000 1 000 1 000 1 000 1 000 1 000

100 10 10 1 1

3. Motivation
Divide the class into four groups.

7
 A number will be assigned and pinned to each group member - 0, 1, 2,
3, 4, 5, 6, 7, 8 and 9. They will be asked some questions and they will
arrange themselves according to their answer.
The members without numbers assigned to them will serve as group
facilitators and one will write the group answer on the board.

The group with the highest score wins the “Give Me” game.
Say: Give me:
1. The smallest 4-digit number that you can form. (1 234)
2. The biggest 4-digit number that you can form. (9 876)
3. A 4-digit number with 5 in the hundreds place

After checking the scores, announce the winner.

This time, merge the groups and come up with two groups each with 2
sets of (0, 1, 2, 3, 4, 5, 6, 7, 8, 9).

Say: Give me:

1. The smallest 4-digit number. (1 001)
2. The biggest 4-digit number. (9 988)

B. Developmental Activities

1. Presenting the Lesson

Post all the numbers formed:
1 234, 9 876, 2 468, 1 001, 9 988

Ask: Which of these numbers has the smallest digit in the thousands
place? (1 001)
Which has the biggest digit in the thousands place?
(9 876 and 9988)
Which number has the biggest value? (9 988)

What is the highest place value of this numeral? (thousands)

What is the highest place value if 9 988 is rounded off to10 000?
(ten thousands)

8
2. Performing the Activity
Have the pupils use flats, longs, and squares to illustrate/visualize 9 000
and 10 000

Thousands Hundreds Tens Ones

1 block = 10 flats or 100 longs or 1 000 squares = 1 000
1 flat = 10 longs or 100 squares = 100
1 long = 10 squares = 10
1 square = 1
Let them use blocks, flats, longs, and squares to visualize 9 988.
Represent 9 000 using blocks, 900 using flats, 80 using longs and 8 using
squares.

Ask: How many blocks are there? (9)

How many flats? ( 9) longs? ( 8 ) squares? (8)

Say: If we have 9 blocks or 9 000 and we add 1 more block or 1 000,

how many blocks do we have now? (10)

9
 10 blocks is equal to what number? (10 000)

Since the number (10 000) is so large, aside from using blocks, flats,
longs and squares, we can also represent it with a picture of a bundle
of straws with 10 000 label, e.g.

10 000

Guide the pupils to see the relationship between the bundled straws
and the flats, longs, and ones, such that:
Ten Thousands Hundreds Tens Ones
Thousands

100 10
1 000
10 000

bundle of bundle of bundle of bundle of one straw =

10 000 straws 1 000 straws 100 straws 10 straws one square
= 10 blocks = 1 block = 1 flat = 1 long =1
= 10 000 = 1 000 = 100 = 10
Note: Real bundled straws can also be used to visualize large numbers.

Post bundled straws on the board. Ask the pupils to give the number,
e.g.

1 000 1 000 1 000 1 000 1 000 1 000 1 000

100

100 100 10 10 10 10 10

10
 Provide bundled straws to pupils in 1 000s, 100s, 10s and 1s. Let the
pupils show the following numbers using the bundled straws.
e.g. 8 207 6 482 9 025
Provide or let the pupils bring out their pre-assigned blocks, flats, longs
and squares. Have the pupils answer Activity 1 in the LM.

3. Processing the Activity

Ask the following questions:
How did you find the activity?
Did you find it helpful to use flats, longs and squares and the bundled
straws in visualizing numbers?

4. Reinforcing the Concept

Provide pupils with bundled straws. Have pupils work on Activity 2 in
the LM.

5. Summarizing the lesson

Ask pupils the following questions:
How do we visualize numbers 5 001 to10 000?
What could help us visualize numbers?
To help visualize numbers from 5 001–10 000, blocks (thousands), flats
(hundreds), longs (tens) and squares (ones) are used. Bundled straws
(real or pictures) are also helpful in visualizing large numbers.

6. Applying to New and Other Situations

Have pupils work on the exercises under Activity 3 in the LM.
Answer Key: 1) 6 431 2) 7 512 3) 5 754 4) 7 202

C. Evaluation
Give Activity 4 in the LM for pupils to answer. Check their work.

D. Home Activity
Have pupils work on Activity 5 at home.

Answer Key:
1) 5 208

11
 2) 7 485

3) 10 000

Lesson 3 Giving the Place Value and Value of Numbers

up to 10 000

Week 1

Objective

12
Give the place value and value of a digit in a number up to 10 000

Value Focus
Accuracy, Truthfulness

Prerequisite Concepts and Skills

1. Reading and writing numbers from 1 up to 10 000 in symbols and in words
2. Identifying the place value and the value of a digit in 3- to 4-digit numbers
3. Renaming numbers in expanded form

Materials
Flash cards, counters, place value chart, grid papers

Instructional Procedures

A. Preliminary Activities
1. Drill
Have pupils work on Activity 1-A in the LM.

2. Review
Give Activity 1-B in the LM as a review.

3. Motivation
Form four groups of three pupils each. Give each group two sets of
number cards (numbers 0 through 9). Give these directions:

a. Each member of the group takes a number. As a number is called,

group members line to form that number.
Example: 654
982
b. The first group to form the number correctly wins.

B. Developmental Activities

1. Presenting the Lesson

Provide and present the counters – flats, longs, and squares or let the
pupils bring out their pre-assigned counters. Have the pupils count
them. Let them group them into thousands, hundreds, tens and ones.
Ask: How many thousands did you form?
How many hundreds are there? tens? ones?

Have the pupils write the numbers on the board.

Have them write the number in expanded form.

Present this place value chart and refer pupils to the LM. Discuss the
different place values.

13
 Ten
Thousands Hundreds Tens Ones
thousands

Let pupils do Activity 2. Let them give the number represented by the
number discs on the chart. Let them answer the questions that follow.
Ten Thousand Hundreds Tens Ones
thousand

1 000 100 10 10 1

10 10 1
1 000 100
10 10

1 000 100 10

1 000

1 000

Ask: How many digits are there?

What is the place value of 5? 3? 7? 2?
Let pupils see the value of each digit by having them write the number
in expanded form.

Let them note that the value of a number could be arrived at by

multiplying the digit by its place value as shown in the procedure
below.

Digit Place Value Value

2 x 1 = 2
7 x 10 = 70
3 x 100 = 300
5 x 1 000 = 5 000

14
 To give meaning to the value of the number, point out that putting
together the values of each digit will give the total value of the
number.

Illustrate this idea by adding all the values of each digit and equating
them to the number as shown.

5 000 + 300 + 70 + 2 = 5 372

Lead pupils to see the pattern that the place value of a digit is always
10 times as great as the place value of the digit to its right.

Introduce the next higher place value – the ten thousands place.

Present this place value chart.

Ten
Thousands Hundreds Tens Ones
thousands
6 2 9 5
8 8 8 8

Use the above procedure in presenting the next higher place value in
the first number. Then discuss extensively on the place value and value
of each digit in the number.

Present the next number which is 8 888. Have them read it. Ask
volunteers to give the place value and the value of each digit.
Write the answers on the board.

2. Performing the Activity

a. Divide the class into groups.
Distribute number cards bearing numbers not greater than 10 000.

6 437 6 549 7 362 1 075 5 248

Have them write the digits in their correct place value using the place
value chart provided to them.

3. Processing the Activity

Ask the following questions.
Which digit in card 1 is in the thousands place? in the ones place?
What is the place value of each digit in card1?
What is the value of each digit in the number?
Which digit has the greatest value? the least value?
Ask the same questions for the rest of the given numbers.

15
 4. Reinforcing the Concept
Have pupils work by pairs on Activity 3 in the LM. Discuss their answers
afterwards.
Answer Key: A. 1) thousands, 1000 2) hundreds, 600 3) tens, 30
4) hundreds, 400 5) ones, 8
B. 1) 7 thousands + 5 hundreds + 2 tens + 4 ones
2) 9 thousands +8 hundreds + 4tens +1 ones
3) 4 thousands + 3 hundreds + 8 tens + 5 ones
4) 7 345 means 7 000 + 300 + 40 + 5
5) 5 446 means 5 000 + 400 + 40 + 6
C. 1) Thousands, hundreds, tens, and ones
2) Thousands – Thousands period; hundreds, tens, and ones – Units
Period
3) To find the value of a digit, multiply it by its place value.

5. Summarizing the Lesson

Ask the following questions:
What are the place values in a 4-digit number?
In which group of number or period name is each place value found?
How do you find the value of a digit in a given number?

In giving the place value and value of a digit in a number up to 10 000:

Identify the place value in which the digit belongs such as ones, tens,
hundreds, and thousands.
The value of a number could be arrived at by multiplying the digit by
its place value.
The place value of a digit is always 10 times as great as the place
value of the digit to its right.

6. Applying to New and Other Situations

Have pupils work on Activity 4 in the LM. Guide pupils in doing the
exercises.
Answer Key: A. 1) 5 2) 4 3) 8 4) 6
B. 1) 8 342 2) 8 931 3) 2 830 4) 2 899 5) 9 845

C. Evaluation
Give Activity 5 in the LM. Check pupils’ answers.
Answer Key: A. 1) Thousands; 5 000 2) Ones; 5 3) Tens; 50
4) Thousands, 5 000 5) Hundreds, 500
B. 1) 2 2) 8 3) yes, place holder for tens (2 508)

D. Home Activity
Have pupils study the illustration in Activity 6 in the LM and let the pupils
give five 4-digit numbers using the digits found in the illustration.

16
 Possible answers: 3 047, 3 074, 3 704, 3 740, 4 037, 4 703, etc.

Lesson 4 Reading and Writing Numbers up to 10 000

Week 1

Objective
Read and write numbers up to 10 000 in symbols and in words

Value Focus
Accuracy

Prerequisite Concepts and Skills

1. Reading and writing numbers through 5 000
2. Intuitive concept of numbers
3. Place value of whole numbers

Materials
Flats, longs and squares, flash cards, grid papers/place value chart

Instructional Procedures

A. Preliminary Activities

1. Drill
Pupils read numbers from 101–1 000. Use flash cards for this purpose.

2. Review
Write the missing number in the shapes below.

a.
375 377 379

703 17 706
 b.

3. Motivation
Mix and match

Distribute a set of cards with numbers written in symbols and another

set of cards with their equivalent numbers in words. Tell the pupils to
find their match. The first pair to find a match wins. Post the pairs found
on the board.

B. Developmental Activities

1. Presenting the Lesson

Post the problem on the board.
Glenda heard from the newscaster that there are one thousand
twenty-five voters in barangay Sta. Ana and one thousand three
hundred twenty-four voters in barangay Nabalod. She wrote the
numbers on her paper this way,
Barangay Sta. Ana – 1 250 voters
Barangay Nabalod – 1 324 voters
Is she correct in writing the numbers? Why?
Which number is written correctly? Why?
Which is not? What is the correct way of writing this number?

2. Performing the Activity

Divide the class into groups.
Assign each group a task. Ask them to prepare the hundreds chart.
Group1 – Make a number chart from 1 001–1 100.
Group 2 – Make a number chart from 2 401 –2 500.
Group 3 – Make a number chart from 3 501 –3 600.
Group 4 – Make a number chart from 4 201–4 300.
Group 5 – Make a number chart from 6 801–6 900.
Group 6 – Make a number chart from 8 301–8 400.
Group 7 – Make a number chart from 9 901–10 000.

Ask: How were you able to do your task?

Call some pupils to read some numbers they have written, e.g. 1 083,
2 426, 4 238

Call some pupils to write some numbers in words on the board or on

their show me boards, e.g. 3 575, 8 400

3. Processing the Activity

18
 Ask the following questions.

 How many digits do numbers from 1 001 to 9 999 have? Which digit
belongs to the thousands group?
 How many digits are there in 10 000? Which digit belongs to the
thousands group?
 How did you write the numbers in symbols? How did you separate
the digits in the thousands place to that in the digits in the
hundreds, tens and ones place?
 How do you write the numbers in words? Do you still need to write
zero when writing in words? Why?

4. Reinforcing the Concept

Guide pupils in working on Activity 1 in the LM.

Answer Key: A. 1) one thousand, four hundred seventy-five 2) three

thousand, four hundred eighty 3) four thousand, five hundred thirty-
seven 4) five thousand, four hundred sixty-two 5) nine thousand, four
hundred eighty-four

B. 1) 2 703 2) 6 547 3) 9 132 4) 7 034 5) 5 301

5. Summarizing the Lesson

Ask: How do we write numbers from 1 001 to ten thousand in symbols
and in words?

To write numbers from 1 001 to 10 000, start reading or writing from

the biggest place value down to the lowest, or from left place
value to right place value.

6. Applying to New and Other Situations

Guide pupils in doing Activity 2 in the LM.

Answer Key: 1) 6 463 2) 7 587 3) 4 518 4) 5 489 5) 9 537

C. Evaluation
Have pupils work on Activity 3 in the LM.

Answer Key:
A. 1) 5 459 five thousand, four hundred fifty-nine 2) six thousand, five
hundred sixty-eight 3) five thousand, one hundred seventy-three
4) five thousand, three hundred forty-two 5) six thousand, twelve

B. 1) 5 961 2) 7 234 3) 8 044 4) 9 373 5) 6 097

D. Home Activity

19
 Give Activity 4 in the LM as pupils’ assignment. Check their work.

Answer Key:
1) 9 876 – nine thousand, eight hundred seventy-six
2) 5 474 – five thousand, four hundred seventy-four

Lesson 5 Rounding Off Numbers to the Nearest Tens,

Hundreds and Thousands

Week 2

Objective
Round off numbers to the nearest tens, hundreds, and thousands

Value Focus
Accuracy

Prerequisite Concepts and Skills

1. Concept of numbers
2. Concept of place value
3. Reading and writing numbers
4. Concept of near and far
5. Comparing sets of objects
6. Concept of left and right
7. Concept of up and down

Materials
Number cards, bottle full of beads, pictures

Instructional Procedures

A. Preliminary Activities
1. Drill
Give the directions to the following exercises and call on pupils to
answer snappily.

Give the place value of the underlined number.

1. 368
2. 1 482
3. 745
4. 1 425
5. 936

20
 2. Review
Write your answers on your “Show Me” boards.
A. If we skip count by 10s,
1. 28 is nearer to .
2. 42 is nearer to .
3. 61 is nearer to .
4. 73 is nearer to .
5. 89 is nearer to .
B. If we skip count by 100s.
1. 121 is nearer to than _.
2. 389 is nearer to than _.
3. 512 is nearer to than _.
4. 678 is nearer to than _.
5. 803 is nearer to than _.

3. Motivation
Posing the Problem
a. Show a bottle full of beads. Ask: Can we tell the exact number of
beads at a glance? About how many beads do you think are in
the bottle?
b. Show a picture of a big crowd of people such as in a basketball
game. Ask pupils to describe what they see in the picture. Ask: Can
you tell the exact number of people watching the game? About
how many people are watching the basketball game?
Say: Sometimes there is no need for us to give the exact number.
Instead we just approximate/estimate how many people or things
there are.

B. Developmental Activities
1. Presenting the Lesson

You can make an estimate when you need to know about how many
or about how much. Rounding off numbers is one way of making
estimates.

Example:
Suppose it takes you 22 minutes to get home from school. Would you
say it takes you about 20 minutes or about 30 minutes to get there?

Let us use a number line. Label it with numbers from 10 to 30.

10 11 12 13

Find the point for 22. Is it closer to 20 or 30? (It is closer to 20.)
Since it is closer to the smaller number, we round it down.

21
 So, 22 rounded to the nearest tens is 20.

Find 27. To what number is it closer? 30 or 20?

Since it is closer to 30 we round it up.
So 27 rounded to the nearest tens is 30.

Find 25. Where is it located? It is halfway between 20 and 30.

Round up numbers that have 5 in the ones unit, such as 25.
So 25 rounded to the nearest tens is 30.
Identify more points in the number line. Ask in which tens each number
is nearer. Write all the answers on the board.

Guide the pupils to see the pattern when to round up and when to
round down.

2. Performing the Activity

Guide pupils in doing Activity 1 A- C in the LM as examples.

A. John spent his vacation in Manila for 29 days. Rounded to the
nearest tens, about how many days did John spend his vacation in
Manila?

Study the number line to find the answer.

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
In which tens is 29 nearer, 20 or 30?
So, what is 29 rounded to the nearest tens?
John spent his vacation in Manila for about 30 days.

20, 21, 22, 23, 24, are nearer to 20.

When rounded to the nearest tens, their number is 20.
Ask: Did you round up or down?

25, 26, 27, 28, 29 are nearer to 30. When rounded to the nearest
tens, their number is 30.
Ask: Did you round up or round down?

B. Study the number line. Read the number labels.

200 210 220 230 240 250 260 270 280 290 300

In which hundreds is 260 nearer, 200 or 300?

So, 260 rounds to 300.

22
 C. Study the number line. Read the number labels.

4000 4100 4200 4300 4400 4500 600 4700 4800 4900 5000

In which thousands is 4 300 nearer, 4 000 or 5 000?

So 4 300 becomes 4 000 when rounded to the nearest thousands.

Let pupils do Activity 1 D – G with their partners. Discuss their answers

afterwards.

Answer Key:
D. 1) 60 2) 80 3) 40 4) 70 5) 90
E. 1) 100 2) 300 3) 600 4) 300 4) 400
F. 1) 2 000 2) 2 000 3) 4 000 4) 5 000
G. 1) to tens – ones 2) to hundreds – tens 3) to thousands - hundreds
2) 0, 1, 2, 3, or 4 3) 5, 6, 7, 8, or 9

3. Processing the Activity

Call on pupils to answer the following:
 What is the rounding place if a number is to be rounded to tens?
hundreds? thousands?
 What digit should be to the right of the digit in the rounding place
in order for you to round down?
 What digit should be to the right of the digit in the rounding place
in order for you to round up?

4. Reinforcing the Concept

Pupils will play a game “Can You Find Me.” Write the numbers on the
number cards and post them on the board. (Cover them first prior to
the instructions). Refer to Activity 2 in the LM for the numbers and the
questions.

Divide the class into 5 or 6 groups.

Ask the group to look for the answers to the questions from the number
cards arranged on the board.

At the signal Go, uncover the cut-outs and let the pupils start.
The first group to give the most number of correct answers wins the
game.

5. Summarizing the Lesson

Ask: How do we round off numbers?

To round off numbers …

1. Look for the place of the digit to be rounded off.
2. Check the digit to its right. If it is 4 or below, round it down.
3. If it is 5 or above, round it 23
up.
4. Change all the digits to the right of the digit to be rounded off to 0.
 6. Applying to New and Other Situations
Have pupils work on Activity 3 of the LM.
Answer Key: A. 1) 60 2) 40 3) 500 4) 600 5) 1 000
B. 1) 70 2) 500 3) 400 4) 6 000 5) 200
C.
40 50 60 70 200 300 400 500 3 000 4 000 5 000
38 49 56 68 243 273 361 485 2 548 4 217 4 613
42 456

C. Evaluation
Give Activity 4 to pupils to check on their learning.

Answer Key: 1) 3 000 2) 54 kg, 47 kg, 58 kg 3) 330 4) 260 dm and 300

dm because it is greater than 257 5) answer depends on the prevailing
prices of the items in the community

D. Home Activity
Pupils answer Activity 5 in the LM.

Answer Key:
A. 1) 849 2) 750 3) 549; 450 4) 9 100 5) 6 000

B. Possible Answers: 1) 70 – 65, 66, 67, 68, 69, 71, 72, 73, 74 2) 400 – 350,
351, 352, …, 449 3) 8 000 – 7 500, 7 501, 7 502, …, 8 499

C. 2) 220 3) 207 4) 918 5) 840 6) 510 9) 1 206

Lesson 6 Comparing Numbers up to 10 000

Week 2

Objective
Compare numbers up to 10 000 using relation symbols

Value Focus
Accuracy, Honesty

Prerequisite Concepts and Skills

1. Intuitive concepts of numbers up to10 000

24
2. Write numbers after, before, between a given number
3. Place value
4. Concept of more than, less than

Materials
Flats, longs, and squares, pictures/illustrations, charts/tables, activity card,
number line

Instructional Procedures

A. Preliminary Activities
1. Drill
Show two sets of pictures or real objects to pupils. Have them count
the number of objects in each picture and tell which of the sets has
more or less number. Do this fast. Below are examples of pictures or
real objects for counting.
25 crayons 30 crayons
32 coins 27 coins
18 umbrellas 24 umbrellas

Have pupils tell the missing number in each blank.

616 618 620 622
357 359 361 363

2. Motivation
Lead pupils in playing a game. Have them group themselves
according to the following:
 color of their dress
 first letter of their names
 favorite subject

Ask: What color of dresses has the most number? the least?
Compare the numbers.
What first letter of names has the most number? the least? How
would you compare their numbers?
What subject is the favorite of most pupils? The least? Compare
the numbers.

B. Developmental Activities

1. Presenting the Lesson

Have pupils look at the picture on the LM. Have them read the text
about Sally and Carmy.
Show the chart to pupils and explain the data.
Best Friends Number of rubber bands
collected

25
 Sally 1 637
Carmy 1 259

Ask: How many rubber bands did Sally collect? What about Carmy?
Who collected more rubber bands?
Help pupils to visualize the problem. Use flats, longs, and squares.

Let the pupils compare the two numbers by their digits.

Ask: What can you say about their digits in the thousands place?
(They are equal)
in the hundreds place? (They are not the same in number.)

Ask: Which hundred is more?

(6 hundred is greater than 2 hundred.)
So, 1637 is greater than 1259.

Introduce the symbols > for “greater than”, < for “less than”, and = for
“equal”.
Say: 1637 is greater than 1259.
In symbol, it is written as: 1637 > 1259

1259 is less than 1637.

In symbol, it is written as: 1259 < 1637
Therefore, Sally collected more rubber bands than Carmy.

Give an example illustrating the concept of equality (=).

Present another way of comparing the numbers by using a number

line.
Plot the points on the number line. Ask which of the two numbers
should be written on the left side and on the right side. Have pupils
explain why.

1 259 1 637

1 000 1 100 1 200 1 300 1 400 1 500 1 600 1 700 1 800 1 900

Tell pupils to read the numbers on the given segment of the number
line.
Ask: What is the leftmost number in the given segment of the
number line? the rightmost?
Which number is greater? Which is lesser?
What do you notice with the numbers as they go from left to
right?
Which is greater between the two numbers as they are seen on
the number line? Which is lesser?

26
 How do we use the number line in comparing numbers?

Have pupils study and compare the numbers below:

5 482 9 649 9 583 9 385

5 thousand < 9 thousand 9 thousand = 9 thousand

So, 5 482 < 9 649 5 hundred > 3 hundred
9 649 > 5 482 So, 9 583 > 9 385
9 385 < 9 583

2. Performing the Activity

Let pupils work in pairs. Tell them to make posters that show the
meaning of <, >, and =. Tell them to use numbers, words, pictures and
the symbols.
Have pupils present their posters to the class. Display the posters so
pupils can refer to them as they study the lesson.

3. Processing the Activity

Ask the pupils the following questions:
 In the activity, what symbols did you use to show the comparison
between two numbers?
 What symbol did you use to show that one number is more than
the other?
 What symbol did you use to show that one number is less than the
other?
 What symbol did you use to show that the number of objects is the
same?

4. Reinforcing the Concept

Divide the pupils into 4 groups. Ask the pupils to use the following hand
gestures for “less than”, for “greater than” and for “equal”.

27
 less than greater than equal
As the pairs of numbers are called, the groups give their answer by
doing the hand gesture that corresponds to their answer. Refer to
Activity 1 in the LM for the pairs of numbers.
Answer Key: 1) < 2) < 3) < 4) < 5) < 6) = 7) = 8) < 9) = 10) <

5. Summarizing the Lesson

Ask: How do we compare numbers? What symbols do we use?

To compare numbers, we use the following symbols:

> for “greater than”; < for “less than”, and = for “equal to”.

6. Applying to New and Other Situations

Have pupils work on Activity 2 in the LM. Assist pupils in solving the word
problems. Provide more exercises if needed.

Answer Key:
A. 1) 3 280 2) December
B. 1) 9 879 2) 8 400 3) 7 643 4) 6 897 5) 7 342

C. Evaluation
Give Activity 3 in the LM for pupils to work on.
Answer Key:
A. 1) < 2) < 3) < 4) > 5) = 6) < 7) > 8) < 9) < 10) =
B. 1) No because 426 < 624
2) The digit 4 in 934 has a value of 4 while the 4 in 647 has a value of 40.
C. 1) tens place 2) hundreds place.

D. Home Activity
Pupils write the correct symbol for each pair of numbers in Activity 4 in the
LM.
Answer Key: 1) < 2) < 3) = 4) > 5) >

Lesson 7 Ordering Numbers up to 10 000

Week 2
Objective

28