1 Number to 10 000!

Page 6-9
MICROSOFT OFFICE USER

OBJECTIVE

- Overall Expectations: help SS familiar with the number up to 10 000.

- Specific expectations: how to count to 10 000, write, compare and order number up to 10 000. Identify
the the value of a digit in the 4-digit numbers.
- Target vocabularies: place values thousands, hundreds, tens, units, greater, greatest, less, least, nearest.
- Prior knowledge required: basic knowledge about numbers (how to count from 1 to 100).

SKILLS

1. Communication Skill: Oral communication,

2. Vocabulary skills:
3. Critical thinking:

CONTENT

VOCABULARY STRUCTURE LANGUAGE

- Thousand “7” is in the thousand place.
- Hundred “this number is read as six thousand two
- Ten hundred (and) forty seven”
- Unit
- Digit
- Greater – Greatest
- Less – Least
- Round The Nearest

HOMEWORK:
1.http://www.worksheetfun.com/letter%20and%20numbers/hundreds%20place%20value%201.pdf
2.http://www.worksheetfun.com/numbers/wfun15_least_to_greatest_T1_1.pdf
 PROCEDURE ACTIVITIES AIDS SKILLS
A. WARM UP Have Students (SS) listen to the song: Song :
(5 mins) “how many finger?” https://www.yout -Motion Skills
Have SS stand up, dance and sing along as the ube.com/watch? -Creative Skills
song with T. v=xNw1SSz18Gg
&ab_channel=Su
After finishing the song: T ask SS “how many perSimpleSongs-
KidsSongs
finger on two hands?” “how about your two-
hands and your friends two-hands?” (and the
similar questions – remember just ask about 3-5
questions to test the quick reflexes of SS.

B. Vocabulary: - T introduce the 4-digits number by giving - Number piece of

Introduce example from the 1-digit until 3-digits. Then papers written
the 4 place review and teach SS the 4 the place values: on the number
values. unit, ten, hundred and thousand. from 0-9.
(page 6) - Let SS practice with “the box counting”: T - The 4 counting
made 3 box with different size. The greatest boxes named as
(20 mins) one symbol for “thousand” the next-less-size
“thousand”
one is symbolized for “hundred”, the next is
“hundred” “ten”
“ten” and the smallest one is “unit”. T also
prepares some pieces of paper with the number “unit”.
written from 0-9.
- Then write the random number on the board
and let SS match the paper-number with the
right box in order to manifest the number
written on the board.
- T can replace the question by writing a formula
on the board and have SS work it out to find
the missing number, then again SS will use the
counting box to manifest that number.
- Eventually, have SS do the exercises 1-8.
C. Vocabulary: - T write the two random 4-digits number on the -Vocabularies &
Compare the board, ask one SS use the counting box above Spelling
number to manifest the number, and then help SS elicit -Speaking
Page 6-7 which number is “greater” and then do the
same with the three numbers and elicit which
(15 mins) one is the “greatest” number.
- Have SS do the exercises from 9-12

- T prepares the sample number axis (same as

the one in the book) which can move the
number on it. Have the SS classify the number
in the exercise 13 (which one is the “greatest”
 and the “least”) and put them on the right
position on the number axis with the rule: from
greatest to the least from the left to the right)

- Do the same requirements for the exercise 14

D. Writing - T explain for SS how to manifest the place - magic box -writing and
Using the values of each digit in a number using the reading
sentences to sample sentences: “7 is in the thousand place
manifest the of this number” and “this number is read
numbers as…”
page 8-9 - Have SS do the exercises 15-18 and the
exercises 25-28
(15mins)
E. Vocabulary: - T introduce to SS what is round to the number -Writing
Round to the along with the rule in the book, and take some - Sticker/ candies -Grammar
nearest. examples (can use the mother tough). - team work
(10mins)
- Divide the class into two team, explain for
them the exercise from 19-24. Then have the
two team do the exercises and try to write the
answer on the board turn by turn as fast as
possible. Which team could do faster will be
awarded.

F. GAME: The Missing Number Music -Team-work

The missing -Hand-eyes
numbers. Have 5 SS stand in front of the board and stick coordination
(5 mins) on the backs of those SS any random 4-digits
numbers.

Let the other SS in class see the number first and

then told the 5 SS turn back.

T will point randomly a SS and let the whole

class guess what the number is on the back on
that SS.