Gps one Reading and writing 6-digit numbers There are 147 853 people ina queve. Use @@EOOOE to count aloud ‘and show the number of people in the queue. Say Count in thousands. ©000000000)o ee 19000, 20 5% | 10 thousands = 1 ten thousand 40 000, 50 000, 60 400, 70 000, 80 000, 90 400, ey 100 00 ‘© count in ten thousands. ; (Sseecssees)+eo 10 ten thousands = | hundred thousand ten thousand = 10 thousands 10 ten thousands = 100 thousands So, | hundred thousand = 100 thousands. sae (©) count in hundred thousands, (Ceeesceces +0 10 hundred thousands = hundred thousand = 100 thousands 10 hundred thousands = 1000 thousands So, 1000 thousands = 1 million. & a tenon! nanan Ey Chapter Lesson 1 “4Ae © (Pupi's Book 5A page 8) Pupils lear to read, write and identify the place value and the value of each digit in numbers up to 1 000 000. = Place @ Book 5A. 1@ that correspond to 534 926 on the (ff) as shown in the example on page 8 of Pupils ‘© Invite a pupil to count the @@@@@O@ and soy what the number is. Write the pupi’s answer in numerals and in words on the board. Lead pupils to see that when writing numbers in numerals, the digits are written from lett to right, starting withthe digit in the hundred thousands place. ‘Use the (to show the number in numerals: 534 926. Remind pupils that the digits to the left of the space are read just as they would read 3-digit numbers, but appending the word thousand. Say: ‘The number is five hundred and thirty-four thousand, nine hundred and twenty-six. ‘+ Remind pupils about the use of comma after the thousands, as well as the use of and as a connector, between thousands or hundreds as a group, and tens or ones as another group such as three thousand and forty-eight, six hundred and twenty, or nine thousand, two hundred and sixteen. ‘+ Show 534 926 using} the value of each digit. ‘+ Ask: What digit is in the hundred thousands place? (5) Pull out the for 5 to reveal its value and retumn it back to its position. Say: The digit 5 isin the hundred thousands place. The value of the digit is 500 (000, Repeat forthe other digits in the number. ‘+ Then, say: 500 000, 30 000, 4000, 900, 20 ond 6 moke 534 926. Write on the board: 534 926 300 000 + 30 000 + 4000 + 900 + 20 + 6 to help pupils recognise relates to the @ SOOO OE on the | Phe heeds English Language Learners Introduce @ short word form as a transition for writing the word form of a number. For example, 3 462 751 can first be written as three million, 462 thousand, 751. Pe RG ail English Language Learners ‘Ask pupils these or similar yes/no questions related tothe number shown in the Learn activity on page 8. Are there any tens? (Yes) * Are there 4 thousands? Yes) * Are there 5 ones or 6 ones? [6 ones) Encourage pupils to point to the place in the place value chart that supports each answer. +X 100.000) + (3 x 10.000) + (4 x 1000) + (9 x 100) + (2 x 10) + (6 1). Lead pupils to see how this equation ‘+ Have pupils represent a different number in numerals and in words. ARr AR 4Rr “Rr ©. ©. @ and © (Pupil's Book 5A page 9} assesses pupils’ ability to count using YO@. and to write the number in numerals and in words © requires pupils to recall writing numbers in numerals or figures. Explain to pupils that numerals and figures cre synonymous @ requires pupils to recall writing numbers in words. An effective way to use <®-s to have pupils work in pairs ‘and check each other's work. Then, have pairs share their answers with the class requires pupils to represent a number in the expanded form and to find the missing values. 14 ‘Chapter 1 Lesson 1P= £00k SA p.8 Ae © countusing @SSOOCO. Hundred Ten Rue aus irate stands for stands for stands for stands for stands for stands for Shundred 3ten 4thousands9hundreds 2tens 6 ones thousands thousands 4000 900 20 6 500000 30000 g POUT SOO Es. 534.926 five hundred and thirty-four thousand —T~ nine hundred and twenty-six five hundred and thirty-four thousand, nine hundred and twenty-six 1 (Chapter 1 LessonGx Write in numerals and in words. Numerals: GD 573021 Words: QI) ve tnined and svt ead hued and enone © wie in figures. six hundred and seventy-three thousand, nine hundred and eleven 673911 ° © _ five hundred and eighteen thousand and four (I) 512004 @ _ two hundred thousand, one hundred ond six (JI) 200 106 ww © write in words. © 320176 IP tircchundred and twenty thousand one hundred and seventy-six © 438.830 GI fourruncred and chirty-cight thousand, eight hundred and thirty © 906.095 (I sinc hundred and six thousand and ninety-five er Find the missing numbers. © 234156 = 234 000 + (Ba) © 318 205 = GP + 205 318000 © 482.000 + (7B) = 482670 © (+ 780 = 600780 coo000 Lesson 1 Numbers to 10 Millon ‘>Reading and writing 7-digit numbers (Pupi's Book 54 page 10) Before you learn Have pupils work in pairs. Provide each pair with a set. of SSe0000. Have each pair use the @SSOOO@ to count aloud and show the amount of money Mr Krishnan: donated to a charity Ask at least one volunteer to share what he or she has done Tell pupils that they will lear a place value greater than hundred thousands as they count beyond 999 999, Pye ha Cold ‘Advanced Leamers Have pupils think of numbers with 6 or 7 digits ‘and create riddles. Then, have partners guess the number. An example of a riddle could be: Lam a 6-digit number. Al the digits are different. The greatest and smallest possible digits are in the ‘ones and hundreds places respectively. The digit in the hundred thousands place is one third the value of the digit in the ones place. The value of the digit in the ten thousands place is 20 000. The digit in the thousands piace is a multiple of 5. What are the possible numbers? (325 019, 325 049, 325 069, 325 079, 325 089) A (Pupi's Book 5A page 10) Pupils use @SOCOGO. ‘ond counting to represent numbers between 1 000 000 and 10 000 000 ‘* Direct pupils’ attention to page 10 of Pupil's Book 54 '* Count in millions while placing @ one at a time on the millions column of the} ‘+ Have pupils count: 1000 000, 2.000 008, ... 9000000. Ask: What comes after 9000 000? (10.000 000 or ten milion) '» Show 9 @. Then, show 10 @ on the appropriate column of the [i ‘+ Write on the board: 10 000 600, ten milion. Say: 1 000 000 more than 9 000 000 is 10 000 000. + Ask: What comes before 10 000 000? (9 999 999] What comes after 10 000 000? (10 000 001) Ae © (Pupi's Book 5A page 10) Pupils learn to read, write and identify the place valve and value of each digit in numbers up to 10 000 000. *# Place @SSOEqO@ that correspond to 3 462 751 on the | HI] as shown in the example on page 10 of Pupil’s Book 5A, ‘Invite a pupil to count the @@@OO@O@ and say what the number is. Write the pupil's answer in numerals ‘and in words on the board. Lead pupils to see that when writing numbers in numerals, the digits are written from left to right, starting with the digit in the millions place. '* Use the [8% to show the number in numerals: 3 462 751. Remind pupils that the digits to the left of the first space are read just as they would read 1-digit numbers, but appending the word million, while the digits to the left of the second space are read just as they would read 3-digit numbers, but appending the word thousand. Say: The number is three million, four hundred and sixty-two thousand, seven hundred and fifty-one. '* Remind pupils about the use of comma after the millions and thousands, as welll as the use of and as a connector between millions, thousands or hundreds as a group, and tens or ones as another group such as three thousand ‘and forty-eight, six hundred and twenty, or nine thousand, two hundred and sixteen. ‘© Show 3.462 751 using [IEEE to help pupils recognise the valve of each digit ‘* Ask: What digit is in the millions place? (3) Pull out the for 3 to reveal its value and retum it back to its position. Say: The digit 3 is in the millions place. The value of the digit is 3 000 000. Repeat for the other digits in the number. '* Then, say: 3 000 000, 400 000, 60 000, 2000, 700, 50 and | make 3 462 751. Write on the board: 3 462 751 000 000 + 400 000 + 60 000 + 2000 + 700 + 50 + 1 = (3 x 1000 000) + (4 x 100 000) + [6 x 10 000) + (2 x 1000) + (7 x 100] + (5 x 10) + [1 x 1). Lead pupils to see how this equation relates to the @SQOOQSO@ onthe '* Have pupils represent o different number in numerals and in words. Ww y CChaptor Lesson?Gimme = Reading and writing 7-digit numbers Before you learn ... ‘Mr Krishnan donated $10 000 000 to a charity. Use @@OOSOE to count loud and show the amount of money he donated, Aw (© count in milions. 10.000 000 SSSSSSSSSS)P sooritions a 1.000 000, 2 000 000, 3 000.000, 4 000 000, 5 000 a0, 6 000 000, 7 000 000, 8 000.000, 9 000 000, 10 490 000 Ae © consign @SOSOSO. lel ©); gigsigie THER Circ cal Mica ae od 4 6 2 7 Tre stands for stands for stands for stands for stands for stands stands 3millions 4hundred — 6 ten 2 thousands 7 hundreds for for 3.000000 thousands thousands 2000 700 Stens Tone 400000 60000 50 1 3462751 three million —% "i" — seven hundred and fifty-one four hundred and sixty-two thousand three million, four hundred and sixty-two thousand, seven hundred and fifty-one easy RUC Co od GI) cc. nse sis 18 Chapter Lesson?whey ee S57) read and write large numbers. (Pupil's Book 5A page TI) This activity reinforces pupils’ understanding of reading and writing 6- and 7-digit numbers through practice. + Have pupils work in groups. Provide each group with one set of SSS OOOO. @Q Have one pupil in each group use @ GSO © O@ to show 458 712. @ Have another pupil write the number in words. Have the other pupils in the group check the work. © Have pupils switch roles and repeat @) and ©) with the following numbers: © 543201 © 359.490 © 1645027 © 2000546 + Have pupils share their answers with the class. 4Ry RY 4RY Rr o. ©. eo and © [Pupi's Book 5A pages 1! and 12) BD assesses pupils’ ability to count using @@@OOOE, and to write the number in figures and in words. Remind pupils that numerals and figures are synonymous. B requites pupils to recall writing numbers in figures. G requires pupils to recall writing numbers in words. B tequites pupils to represent a number in the expanded form and to find the missing values. Find examples of numbers in the millions from the Internet and develop a sense of SETI i soe of mien (Pupils Book 58 pages 12 and 13) This exercise requires pupils to find examples of numbers in the millions from the Internet so they can develop a sense of the size of 1 milion. (@Hove pupils search the Internet for the seating capacity of the Singapore Indoor Stadium. (12 000) Have pupils compare its capacity to a new indoor stadium with a seating capacity of 1 000 000. Guide pupils to round 12 000 to 10.000 and share their answers with the class. Lead pupils to conclude that the new indoor stadium is 100 times the size of the Singapore Indoor Stadium. (@QHove pupils look up the Internet for three different examples of numbers in mil ‘them discuss what they have found. Ns Up to 10 milion. Then, have CChaptor1 Lesson@xiicm wy Emre Work in groups. @ ix @SeSo0 @ write in words. Example to show 458 712. © switch roles. Repeat @ and @ with these numbers. © 543201 @ 359490 @ 1645027 @ 2000546 ser © write in figures and in words. Figures: (UD 600428 Words: QI) vcenttn i hrdrandnty tone four ndredand arte Lesson! sunbesiotomaon\ CChopter Lessonser © write in figures. © _ three milion, five hundred and sixty-seven thousand and forty-five GD 2267008 © _ fourmilion, six hundred and five thousand, three hundred and seventy-nine (J) #605979 @ _ sixmillion, three hundred and twenty-one thousand, five hundred and Rr Write in words. a ent ty tertiomend bch © 8.090.909 (HID ih mito inet thousand ie hundred so milion, ix hundred and fifty-three thousand, eight © 2653870 hundred and seventy ser @ Find the missing numbers. © 2.300598 = 2.000 000 + (I) + 598 00000 © 421635 © 5000000 + (TD) + 946 = 5 081 946 81 000 © 9000000 + (I + 20 = 9106020 r06000 GP + 216 000 + 350 4000000 fd examples of umber the mons fom he Intro and dovolno sense COED Fie si of ion @ search the Intemet for the seating capacity of the Singapore Indoor Stadium Imagine that a new indoor stadium with a seating capacity of 1 000 000 will be built. How many times as large as the Singapore Indoor Stadium will the new indoor stadium be? Discuss. GI) cw sero EE Chapter Lesson 1