BASIC 4: MATHEMATICS

By ERICKAMAGH Categories: BASIC FOUR [4]
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About Course

MINISTRY OF EDUCATION

 

Basic 4
Strand 1: NUMBER
Sub-strand 1: Counting, Representation & Cardinality
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B4.1.1.1
Demonstrate an
understanding of
quantities and place value
for multi-digit whole
numerals up to 100,000.

B4.1.1.1.1 Model number quantities, place value for multi-digit
using graph sheets or multi-base materials up to 100,000

E.g.1.     Ask learners to model number quantities up to 100,000 using graph
sheets or multi-base materials. For instance, with multi-base block , a
cube = 100 unit; a rod = 1000; a flat = 10,000 and a block = 100,000;
learners model 32,300 with the appropriate materials

E.g.2     Ask learners to model the number 12,500 shading graph sheet square
as shown below, where 2cm×2cm square represents 10 units.

AFTER COURSES EXPECTATIONS. 

Learners develop:
Problem Solving Skills;
Critical Thinking;
Justification of Ideas;
Collaborative Learning;
Attention to Precision;
Cultural Identity to Precision.

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What Will You Learn?

  • Demonstrate an
  • understanding of quantities
  • and place value for multidigit whole numerals up to
  • 100,000
  • CONT’D

Course Content

B4.1.1.1 : NUMBERS
Model number quantities, place value for multi-digit using graph sheets or multi-base materials up to 100,000 E.g.1. Ask learners to model number quantities up to 100,000 using graph sheets or multi-base materials. For instance, with multi-base block , a cube = 100 unit; a rod = 1000; a flat = 10,000 and a block = 100,000; learners model 32,300 with the appropriate materials E.g.2 Ask learners to model the number 12,500 shading graph sheet square as shown below, where 2cm×2cm square represents 10 units.

B4.1.1.1.2 Read and write numbers in figures and in words up 100,000
E.g. 1 Play the place value number wheel game: Use the hundred thousand number wheel to generate 6-digit numbers and represent the number generated on a place value frame. Throw a number of pebbles (or stones) onto the number wheel, identify the number of pebbles landing in each place value ring, and state the number generated in the wheel (i.e. 2 landed in the ten-thousand’ ring making the number twenty-thousand or 20,000). NB: The representations to use also include verbal, and numerals. Learners must match number word cards to the figures

B4.1.1.1.3 Identify numbers in different positions around a given number in a number chart
Display a number chart in multiples of 500 between 10,000 and 100,000 and lead learners identify numbers in different positions around a given number. Put learners in pairs and give each group a number grid and have them identify numbers in different positions around a chosen number. 10,000 10,500 11,000 11,500 12,000 12,500 20,000 20,500 21,000 21,500 22,000 22,500 30,000 30,500 31,000 31,500 32,000 32,500 40,000 40,500 41,000 41,500 42,000 42,500 50,000 50,500 51,000 51,500 52,000 52,500 60,000 60,500 61,000 61,500 62,000 62,500

B4.1.1.1.4 Compare and order whole numbers up to 10,000 and represent comparisons using the symbols “”
E.g. 1 Learners identify numbers which are 1,000 and 10,000 more or less than a given five-digit or six-digit number. E.g. 2400 is 1,000 less than 3400. Learners use words such as: “equal to” “greater than” “less than” and later use symbols such as “” to compare numbers up to 100,000 taking into consideration the place value of each digit in the given number. E.g. 1200 = 1200; 27345 > 26355, E.g. 2 Learners work

B4. 1.1.1.5 Round (off, up, down) whole numbers up to 10000 to the nearest, thousands, hundreds and tens
E.g. 1 Learners round off numbers to the nearest 1000, 100 and 10. For instance; 9500 is approximately 10,000 and 9100 as approximately 9,000 E.g. 2 Learners round up and round down to estimate sums and differences NB: To round down learners consider the smaller of the two approximated numbers, while round up considers the bigger of the two numbers. The table below may bring the meaning of these two concepts clearer

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