Mastering Whole Numbers: Counting from 1000 to 9999 Mathematics Primary 4 First Term Lesson Notes Week 1

Mathematics Primary 4 First Term Lesson Notes Week 1

Subject: Mathematics
Class: Primary 4
Term: First Term
Week: 1
Age: 9 years
Topic: Whole Numbers
Sub-topic: Counting and Reading Numbers from 1000 Up to 9999
Duration: 1 hour

Behavioural Objectives:

• Count in hundreds and thousands.
• Generate numbers using an abacus.
• Apply counting of numbers in real-life problems.
• Categorize the value of a digit in numbers up to 9,999.
• Solve quantitative reasoning problems.

Keywords: Whole numbers, place value, counting, abacus, real-life problems.

Set Induction: Start with a discussion on why knowing how to count and understand numbers is important in daily life. Ask pupils if they have ever needed to count large amounts of money or items.

Entry Behaviour: Pupils should be familiar with counting up to 100 and understanding basic place value.

Learning Resources and Materials:

• Abacus
• Number charts
• Counting blocks
• Whiteboard and markers

Building Background / Connection to Prior Knowledge: Review basic counting and place value from previous lessons. Connect to everyday scenarios where large numbers are used.

Embedded Core Skills:

• Problem-solving
• Numerical operations
• Critical thinking

Learning Materials:

• Abacus
• Number charts
• Counting blocks
• Whiteboard and markers

Reference Books:

• Lagos State Scheme of Work

Instructional Materials:

• Number cards
• Abacus for demonstration

Content:

1. Counting in Hundreds and Thousands:
   • Abacus Demonstration: Show how to use an abacus to count from 1000 up to 9999. Move beads in groups to represent hundreds and thousands.
   • Example: To count from 1000 to 3000, move one bead in the thousands column each time (1000, 2000, 3000).
2. Generating Numbers with Abacus:
   • Demonstrate how to create different numbers using the abacus. For example, to represent 2450, move 2 beads in the thousands column, 4 beads in the hundreds column, and 5 beads in the tens column.
3. Place Value:
   • Explanation: Describe the place value of each digit in a number. For instance, in the number 5687:
     • 5 is in the thousands place (5000)
     • 6 is in the hundreds place (600)
     • 8 is in the tens place (80)
     • 7 is in the units place (7)
   • Example: In 7034, the digit 7 represents 7000 because it is in the thousands place.
4. Real-Life Applications:
   • Shopping: When buying items, you often need to add up the total cost which can be in hundreds or thousands.
   • Banking: Banks use large numbers for transactions and account balances.
   • Population Statistics: Understanding numbers helps in reading population data and statistics.

Evaluation (Fill-in-the-Blank Questions):

1. The number 3456 has ______ thousands. (a) 3 (b) 4 (c) 5 (d) 6
2. To count from 1000 to 2000, you count in ______. (a) tens (b) hundreds (c) thousands (d) units
3. The digit 5 in 5789 is in the ______ place. (a) unit (b) tens (c) hundreds (d) thousands
4. When counting in thousands, each number is increased by ______. (a) 10 (b) 100 (c) 1000 (d) 1
5. The number 1000 is equal to ______ hundreds. (a) 10 (b) 100 (c) 1000 (d) 10000
6. The place value of 7 in the number 4723 is ______. (a) 7 (b) 70 (c) 700 (d) 7000
7. To generate numbers using an abacus, you need to move ______ beads. (a) one (b) two (c) three (d) four
8. In the number 8593, the digit 8 represents ______ thousands. (a) 1 (b) 2 (c) 8 (d) 900
9. Counting by hundreds from 1000 would give you numbers like 1100, 1200, etc. This is an example of counting in ______. (a) tens (b) hundreds (c) thousands (d) units
10. The digit 4 in 4689 is in the ______ place. (a) unit (b) tens (c) hundreds (d) thousands
11. When you count from 3000 to 4000, you count by ______. (a) tens (b) hundreds (c) thousands (d) units
12. The number 1234 has ______ hundreds. (a) 1 (b) 2 (c) 3 (d) 4
13. To count in thousands, you need to increase the number by ______ each time. (a) 10 (b) 100 (c) 1000 (d) 10000
14. The number 9999 is equal to ______ thousands. (a) 10 (b) 9 (c) 100 (d) 1000
15. The digit 2 in 2810 is in the ______ place. (a) unit (b) tens (c) hundreds (d) thousands

Class Activity Discussion (FAQs with Answers):

1. Q: How do we count from 1000 to 2000?
   A: We count by hundreds, like 1000, 1100, 1200, and so on.
2. Q: What is the place value of 6 in 6489?
   A: The place value of 6 is 6000 because it is in the thousands place.
3. Q: How can an abacus help us count numbers?
   A: An abacus helps us visualize and count by moving beads to represent different numbers.
4. Q: Why is understanding whole numbers important in real life?
   A: It helps in managing money, shopping, and understanding statistics.
5. Q: What does each digit represent in a number like 3847?
   A: Each digit represents a place value: thousands, hundreds, tens, and units.
6. Q: How do we use whole numbers in addition?
   A: Whole numbers help us add amounts together, like in 245 + 300.
7. Q: What is the importance of place value?
   A: Place value tells us how much each digit in a number is worth based on its position.
8. Q: How do you count in thousands using an abacus?
   A: Move beads to represent thousands, and count each group as you go.
9. Q: Can you give an example of a real-life use of whole numbers?
   A: Yes, when buying items, we use whole numbers to add up the total cost.
10. Q: How do we categorize numbers into hundreds and thousands?
    A: By identifying the place of each digit in the number.
11. Q: What is the value of 9 in the number 9201?
    A: The value of 9 is 9000 because it is in the thousands place.
12. Q: How do we read the number 4321?
    A: We read it as “four thousand, three hundred twenty-one.”
13. Q: What does counting in groups help us with?
    A: It helps simplify counting large numbers by breaking them into smaller, manageable groups.
14. Q: How can place value affect our calculations?
    A: It affects how we add, subtract, multiply, and divide numbers.
15. Q: Why do we use whole numbers in banks?
    A: To handle transactions, savings, and manage accounts accurately.

Presentation:

1. Step 1: The teacher revises the previous topic: Counting and place value up to 100.
2. Step 2: The teacher introduces the new topic: Whole numbers up to 9999, explaining counting in hundreds and thousands, and using the abacus.
3. Step 3: The teacher allows pupils to discuss their experiences with large numbers and solve related problems, providing guidance and corrections as needed.

Teacher’s Activities:

• Demonstrate counting with an abacus.
• Explain place value with examples.
• Facilitate discussion on real-life applications of whole numbers.

Learners’ Activities:

• Practice counting using the abacus.
• Solve problems related to place value.
• Discuss and solve real-life scenarios involving whole numbers.

Assessment:

• Observe pupils as they use the abacus.
• Evaluate their understanding through class discussions and problem-solving activities.

Evaluation Questions:

1. What is the place value of 3 in 3527? (a) 3 (b) 30 (c) 300 (d) 3000
2. How many hundreds are in 4500? (a) 4 (b) 40 (c) 400 (d) 450
3. What does each bead on the abacus represent? (a) 1 (b) 10 (c) 100 (d) 1000
4. What is the value of the digit 9 in 1976? (a) 9 (b) 90 (c) 900 (d) 9000
5. How do you count in thousands using an abacus? (a) Move 1 bead (b) Move 10 beads (c) Move 100 beads (d) Move 1000 beads
6. What is the difference between 5000 and 2000? (a) 1000 (b) 2000 (c) 3000 (d) 4000
7. How many units are in the number 7864? (a) 6 (b) 60 (c) 600 (d) 6000
8. What place value does the digit 8 have in 5821? (a) units (b) tens (c) hundreds (d) thousands
9. What is 1000 plus 1500? (a) 2500 (b) 2000 (c) 3000 (d) 3500
10. In the number 3025, the digit 2 is in the ______ place. (a) unit (b) tens (c) hundreds (d) thousands

Conclusion: The teacher goes around to mark pupils’ work, providing feedback and ensuring that they understand the concepts of counting and place value.

More Useful Links:

• Exploring Whole Numbers: From Thousands to Millions Mathematics Primary 4 First Term Lesson Notes Week 2
• Mastering Skip Counting: Groups of 5, 7, 60, 100, and 1000 Mathematics Primary 4 First Term Lesson Notes Week 3
• Ordering and Comparing Whole Numbers: Mastering Symbols Mathematics Primary 4 First Term Lesson Notes Week 4