Revision Of Whole Numbers Basic 4 Mathematics Lesson Note

LEARNING AREA

1. Introductory Activities
2. Revision of Counting, Reading and Writing up to 999
3. Revision of Counting, Reading and Writing up to 9 999
4. Value and Place Value of Whole Numbers up to 9 999
5. Lesson Evaluation and Weekly Assessment (Test)

PERFORMANCE OBJECTIVES By the end of the lesson, most of the pupils should have attained the following objectives –

1. count, read and write numbers up to 999.
2. count, read and write numbers up to 9999.
3. find the value and place value of whole numbers up to 9999.

ENTRY BEHAVIOR The pupils can count, Read and write the whole number up to 1 000.

INSTRUCTIONAL MATERIALS The teacher will teach the lesson with the aid of:

1. Chart of square boxes
2. Charts of written whole numbers
3. Place value chart, etc.

METHOD OF TEACHING Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons.

REFERENCE MATERIALS 

• Scheme of Work 
• 9 – Years Basic Education Curriculum 
• Course Book – New Method Mathematics, Prime Mathematics, Primary Mathematics and MacMillan New Primary Mathematics 
• All Relevant Material 
• Online Information

CONTENT OF THE LESSON

LESSON 1 – COUNTING IN 100s

ACTIVITY 1 – COUNTING IN 10s Organize the pupils into two or more groups depending on the size of the class. Provide each group with a copy of 100 square boxes.

Group Instructions,

1. Counting the number of boxes on the chart.
2. Number each box in this order – 1, 2, 3 ___

ACTIVITY 2 – WHOLE CLASS Leads the pupils to count from 63 – 99

Teacher’s remark – We count in tens when there are 2 digits in a number.

ACTIVITY 3 – WHOLE CLASS Leads pupils to count in this order –

• 101, 102, _____, _____, 106, _____, _____, 111.
• 105, 110, _____, _____, _____, _____, 170, _____.
• 111, _____, _____, 151, _____, _____, _____, 191.
• 215, _____, 225, _____, _____, _____, _____, 260.
• 217, _____, _____, 237, _____, _____, _____, 277.
• 555, _____, _____, 575, _____, _____, _____, 605.
• 68, 610, _____, _____, 640, _____, _____, _____, 700.

ACTIVITY 4 – INDIVIDUAL WORK 

Copy and complete the following:

• 118, _____, 120, _____, 122, _____, _____, _____.
• 150, _____, 140, _____, _____, 160, _____, _____.
• 114, 121, _____, _____, _____, _____, _____, 171.
• 278, 279, _____, _____, 282, _____, 286, _____.
• 656, _____, _____, 695, _____, _____, 734, _____.
• 280, _____, 278, _____, _____, 274, _____, 272, _____.

ACTIVITY 5 – ASSIGNMENT Copy and fill in the missing numerals.

1. 711, 712, 713, _____, _____, _____, 717, _____, 719, _____.
2. 808, 810, _____, _____, 825, 830, _____, _____, 845, _____.
3. 902, 904, _____, 908, _____, _____, _____, _____, 920.
4. 991, 992, _____, _____, _____, 996, _____, _____, 1 000.

LESSON 2 – COUNTING IN 1 000s

ACTIVITY 1 – CORRECTION Display chart showing the following numbers:

1. 711, 712, 713, _____, _____, _____, 717, _____, 719, _____.
2. 808, 810, _____, _____, 825, 830, _____, _____, 845, _____.
3. 902, 904, _____, 908, _____, _____, _____, _____, 920.
4. 991, 992, _____, _____, _____, 996, _____, _____, 1 000.

Ask the pupils to exchange their assignment with the instruction, mark the correct number as √ and wrong as x.

Randomly call on anyone of them to complete a question.

At the end of the correction score the pupils if the size of the class is low. In case of a large class, give instruction on the assignment should be scored.

ACTIVITY 2 – COUNTING IN THOUSANDS We count in thousands when there are more than 3 digits in a number.

Guide pupils to study the sequence below:

• 1 001 1 002 1 003 1 004 1 005 1 006 1 007 1 008 1 009 1 010
• 1 000 2 000 3 000 4 000 5 000 6 000 7 000 8 000 9 000
• 1 111 2 222 3 333 4 444 5 555 6 666 7 777 8 888 9 999
• 4 220 2 230 2 240 2 250 2 260 2 270 2 280 2 290 2 300
• 5 650 5 660 5 700 5 750 5 800 5 850 5 900 5 950 6 000

ACTIVITY 3 – COUNT, LOUD AND CLEAR Lead pupils to count the number sequence correctly.

ACTIVITY 4 – WORK TO DO Complete the sequences below:

• 1 118 _____, 1 120 _____, 1 123 _____, _____, _____.
• 1 180 _____, 1 190 _____, _____, _____, 1 210 _____.
• 2 171, 2 175 _____, _____, _____, _____, _____, 2 211.
• 3 278, 3 279 _____, _____, 3 283 _____, _____, 3 286 _____.
• 4 503 _____, _____, 4 506 _____, _____, _____, 4 512 _____.
• 7 266 _____, 7 276 _____, _____, 7 274 _____, 7 275.

LESSON 3 – VALUE AND PLACE VALUE OF WHOLE NUMBERS

ACTIVITY 1 – INTRODUCTORY ACTIVITIES

1. What number is 5 hundred without a fraction or another.

Every digit in a number, for example, 7 385 has the value and place value of each digit as follows:

From the rightmost position.

1. 7 units

80 = 8 tens

300 = 3 hundreds

7 000 = 7 thousands

This can also be represent the place value of the number as:

7 000 + 300 + 80 + 5

= 7 thousands + 3 hundreds + 8 tens + 5 units

• The place value of 8 in 5 unit its value = 5
• The place value of 8 in 4 tens its value = 80
• The place value of 8 in 9 hundreds, its value = 900
• The place value of 7 in thousands, its value = 7 000

ACTIVITY 2 – CLASSWORK

Write down the place value and value of each of the bold numbers:

1. 754 5

The place value of 5 is 5 _____, its value = _____.

1. 900

The place value of 9 is 9 _____, its value = _____.

1. 245

The place value of 4 is 4 _____, its value = _____.

1. 3 091

The place value of 3 is 3 _____, its value = _____.

ACTIVITY 3 – CORRECTION

1. 754 5

The place value of 5 is 5 units, its value = 5

1. 900

The place value of 9 is 9 hundreds, its value = 900

1. 245

The place value of 4 is 4 units its value = 40

1. 3 091

The place value of 3 is 3 thousands, its value = 3 000

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions.
2. Displays chart showing square boxes.
3. Impresses the pupils into two or more groups depending on the size of the class.
4. Gives each group a copy of square boxes.
5. Asks the pupils to count and number each box in this order – 1, 2, 3…

Pupil’s Activities – Follow the teacher’s instructions, count and number the square boxes.

1. Leads pupils to count and write whole numbers in sequence up to 9 999.

Pupil’s Activities – Count and write whole numbers in sequence up to 9 999.

1. Guides pupils to find the value and place value of whole numbers.

Pupil’s Activities – Find the value and place value of whole numbers.

1. At the end of each lesson, give classwork or assignment.

Pupil’s Activities – Do your classwork or assignment.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

NEXT LESSON

LESSON EVALUATION

Ask pupil to:

Count and write the following numbers

■ 1 118, ____ 1 120, ____ ____ 1 123, ____ ____ ____ ____ ____.

■ 1 100, ____ 1 120, ____ ____ ____ 1 160, ____ ____ ____ ____.

■ 2 111, 2 121, ____ ____ ____ ____ ____ ____ ____ ____ 2 211.

■ 5 278, 5 279, ____ ____ 5 282, ____ ____ ____ 5 286, ____ ____.

■ 8 656, ____ ____ ____ 8 696, ____ ____ ____ 8 736, ____ ____.

■ 9 280, ____ 9 278, ____ ____ ____ 9 274, ____ 9 272, ____ ____.

1. Write down the place-value and value of each of the bold number,

■ 586

■ 999

■ 542

■ 3 091