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See if you can learn this game by reading what the two learners said:
The game continues until all the digits have been replaced by 0.
12. Now that you have played the “place value” game, try to do this exercise. Replace the digit that has been made bold (dark) with 0. (The first two have been done for you.)
| Number, bold digit to be replaced by 0 | My suggestion: what to do. | Calculator answer | Π | ρ | What I should have done: |
| 1 35 6 | － 6 = | 1 350 | Π | - | - |
| 2 519 | － 200 = | 2 319 | ρ | － 2 000 = | |
| 6 7 23 | |||||
| 15 6 3 8 | |||||
| 1 3 642 | |||||
| 1 7 389 | |||||
| 5 90 | |||||
| 14 84 3 | |||||
| 7 3 94 |
1.3 Look at the first one again. Would it be correct to say 4? Yes, that is correct: 1 35 6 4 = 1 36 0 so we have replaced the 6 with a 0!
TEST YOUR SKILLS: PLACE VALUE and DESCRIBING AND COMPARING WHOLE NUMBERS
Now that you have learnt all about the importance of place value see if you can use this know ledge to complete the following exercises:
1. Write down the number that consists of:
6 000 0 20 9
2.1 Write the largest possible whole number with the digits:
6 ; 0; 9; 2; 7
2.2 Write down the odd number immediately before 4 521.
2.3 Write down the next even number:3 008.
3. What is the value of: the 6 in 1 6 708?
4. The number 17 538 is on the screen of my calculator. How can I change the 7 to 0 by keying in one instruction and = ?
5. Write down the whole number:
5.1 that is just before 10 000
5.2 that is just after 1 000
5.3 that is greater than 998 and less than 1 000
5.4 that is between 5 009 and 5 011
6. Write down the answers:
TESTING YOUR PROGRESS SO FAR
18 4 08
1. Use the number in the frame to complete the following:
1.4 Write down the value of the 8.
1.5 What number will you have if you leave out the “0”?
1.6 Add 4 to the number in the frame 18 408 + 4 =
1.7 Write the number in the frame in expanded notation:
1 × ………………. + 8 × ………………. + 4 × ……………..+ ………… × 10 + …………
1.8 You are counting in 2s. Begin with the number in the frame and write down the next 5 numbers:
2. Write down the missing numbers in this sequence:
18 408; 18 508; 18 608; 18 708; ……………..; …………………..; …………………
| Learning outcomes(LOs) |
| LO 1 |
| Numbers, Operations and RelationshipsThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 count forwards and backwards in a variety of intervals (including 2s; 3s; 5s; 10s; 25s; 50s and 100s) between 0 and 10 000; |
| 1.2 describes and illustrates various ways of counting in different cultures (including local) throughout history; |
| 1.3 recognizes and represents the following numbers in order to describe and compare them:1.3.1 whole numbers to at least 4-digit numbers; |
| 1.4 recognizes the place value of digits in whole numbers to at least 4-digit numbers; |
ACTIVITY 1: PLACE VALUE
1. 1 000 + 100 + 10 + 1
2. 1 000 + 300 + 20 + 6 = 1 326
3. 7 834 = 7 000 + 800 + 30 + 4
2 056 = 2 000 + 0 + 50 + 6
8 503 = 8 000 + 500 + 0 + 3
1 940 = 1 000 + 900 + 400 + 0
16 473 = 10 000 + 6 000 + 400 + 70 + 3
25 809 = 20 000 + 5 000 + 800 + 0 + 9
4. Note: using 2; 8; 4; 1 there can be many numbers; room has been given for 4 numbers only, so all
| THOUSANDS1 000 | HUNDREDS100 | TENS10 | UNITS1 |
| 2 | 8 | 4 | 1 |
| 2 | 4 | 8 | 1 |
| 2 | 1 | 8 | 4 |
| 2 | 8 | 1 | 4 |
| 2 | 4 | 1 | 8 |
| 2 | 1 | 4 | 8 |
| 8 | 4 | 2 | 1 |
| 8 | 4 | 1 | 2 |
| 8 | 2 | 4 | 1 |
| 8 | 2 | 1 | 4 |
| 8 | 1 | 2 | 4 |
| 8 | 1 | 4 | 2 |
| 4 | 8 | 2 | 1 |
| 4 | 8 | 1 | 2 |
| 4 | 2 | 8 | 1 |
| 4 | 2 | 1 | 8 |
| 4 | 1 | 8 | 2 |
| 4 | 1 | 2 | 8 |
| 1 | 8 | 2 | 4 |
| 1 | 8 | 4 | 2 |
| 1 | 4 | 8 | 2 |
| 1 | 4 | 2 | 8 |
| 1 | 2 | 8 | 4 |
| 1 | 2 | 4 | 8 |
Possibly not all learners will notice that there could be all these numbers, but some learners are sure to do so. This could start valuable discussion. The largest possible number is 8 421. The smallest is 1 248.
4.1 Again only 4 steps have been provided. Check that their answers are in descending order, e.g. 8 421; 4 821; 2 841; 1 248
Note: it is not necessary for the learners to put all the possible numbers into descending order; four numbers are sufficient to show that they understand the meaning of descending order.
4.2 Again, four numbers are sufficient to show that the learner understands the meaning of ascending order. Please check each learner’s answers.
E.g.: 1 248; 2 148; 4 218; 8 421
4.3 5 069; 6 059; 6 095; 9 065; 9 506
TEST YOUR KNOWLEDGE: odd and even numbers
1. 2 802; 2 894; 2 806; 2 808; 2 810
2. 9 999
3. 3 000
6. LARGER AND SMALLER ;<; =
6.1 (a)<(b) = c) (d)<
7.
| Number | Operator | Answer |
| 58 | X 100 | 5 800 |
| 145 | X 10 | 1 450 |
| 309 | X 10 | 3 090 |
| 20 | 10 | 2 |
| 1 000 | X 10 | 10 000 |
| 520 | 10 | 52 |
| 1 690 | 10 | 169 |
| 1 000 | 100 | 10 |
| 10 000 | 10 | 1 000 |
9. 3 000; 8 000
20; 10 000
10.
| 7 374 | 7 000 –70 = 6 930 |
| 6 995 | 9 00 – 90 = 810 |
| 3 023 | 3 000 – 3 = 2 997 |
| 5 519 | 5 000 – 500 = 4 500 |
| 2 454 | 400 –4 = 396 |
| 10 010 | 10 000 – 10 =9 990 |
11. Game
12. The first two are examples:
| Number, bold digit to be replaced by 0 | What to do | Calculator answer | |||
| 1 35 6 | - 6or: + 4 | 1 3501 360 | |||
| 2 519 | - 200 | 2 319 | × | - 2 000 = | |
| 6 7 23 | - 700or: + 300 | 6 0237 023 | |||
| 15 6 3 8 | - 30or: + 70 | 15 60815 708 | |||
| 1 3 642 | -10 000or: + 90 000 | 3 642103 642 | |||
| 1 7 389 | - 7 000or: + 3 000 | 10 38920 389 | |||
| 5 90 | - 500or: + 500 | 901 090 | |||
| 14 84 3 | - 3or: + 7 | 14 84014 850 | |||
| 7 3 94 | - 300or: + 700 | 7 0948 094 |
13. Yes
TEST YOUR SKILLS: PLACE VALUE
3. 6 000
TESTING YOUR PROGRESS SO FAR
2. 18 808; 18 908; 19 008
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