Topicmfb21e314b6889739_1528449000663_0Topic

The decimal numeral system

Levelmfb21e314b6889739_1528449084556_0Level

Second

Core curriculummfb21e314b6889739_1528449076687_0Core curriculum

I. Natural numbers in the decimal numeral system. The student:

1) writes and reads multi‑digit natural numbers.

Timingmfb21e314b6889739_1528449068082_0Timing

45 minutes

General objectivemfb21e314b6889739_1528449523725_0General objective

Reading and interpreting data presented in various forms and processing it.

Specific objectivesmfb21e314b6889739_1528449552113_0Specific objectives

1. Writing and reading multi‑digit natural numbers.

2. Identifying the position of the digit in the number.

3. Communicating in English, developing basic mathematical, computer and scientific competences, developing learning skills.

Learning outcomesmfb21e314b6889739_1528450430307_0Learning outcomes

The student:

- writes and reads multi‑digit natural numbers,

- identifies the position of the digit in the number.

Methodsmfb21e314b6889739_1528449534267_0Methods

1. Situational analysis.

2. Applied drama.

Forms of workmfb21e314b6889739_1528449514617_0Forms of work

1. Individual work.

2. Group work.

Lesson stages

Introductionmfb21e314b6889739_1528450127855_0Introduction

Students revise the concept of the natural number and differences between the digit and the number:
- Natural numbers are: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, …, 56, …, 99, 100, …
- To write down numbers we use digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, known as the Arabic digits.mfb21e314b6889739_1527752256679_0revise the concept of the natural number and differences between the digit and the number:
- Natural numbers are: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, …, 56, …, 99, 100, …
- To write down numbers we use digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, known as the Arabic digits.

Proceduremfb21e314b6889739_1528446435040_0Procedure

Task
Students work individually, using computers. They open the SLIDESHOW and learn presented information.

[Slideshow]

Task
The applied drama.

The teacher divides student into 10 persons groups.

Each students in the group gets a piece of paper with a different digit and attaches it to their t‑shirt.

The teacher sets and signs the tables according to the pattern (separate for each group).

[Table]

The teacher names any number, nine‑digits maximum. Students should stand next to proper tables to create the given numbers.

The group that does the exercises, signalises it by raising hands. The teacher verifies the answer.

First task:

Stand in such a way that the digits you represent create a number:

a) one hundred twenty three millionmillionmillion four hundred fifty six thousand seven hundred and eighty,

b) four hundred thirty two million eighteen thousand seven hundred ninety five,

c) four hundred five millionmillionmillion seven hundred sixty one thousand two hundred thirty nine,

d) seven hundred sixty nine million two hundred forty four thousand three hundred eighty one,

e) three hundred seventy eight millionmillionmillion two hundred forty one thousand six hundred ninety five.

Second task:

Stand in such a way that the digits you represent make any number. The task of other groups is to sign the presented number with words.

Third task:

Write a number on the board, 10‑digits maximum. The task of other groups is to create the given number.

The teacher sums up students work. The group that obtained the most points gets fives.

Students clean the classroom and go back to their places. They work in pairs using shaped abilities.

Task
Write down all 3‑digit numbers that can be made of numbers 1, 4 and 7 if:

a) the digits can be repeated,

b) digits cannot be repeated.

Task
Write the smallest and the greatest number:

a) one digit,

b) two digit,

c) three digit.

Task
Analyse the example presented in the picture:

[Illustration 1]

Write the numbers in this way, that is presenting them in the form of the sum of thousands, hundreds, tens and ones:

a) 265,

b) 678,

c) 306,

d) 1005.

An extra task
Write all four digit numbers whose sum of digits is equal to 6.mfb21e314b6889739_1527712094602_0Write all four digit numbers whose sum of digits is equal to 6.

Lesson summarymfb21e314b6889739_1528450119332_0Lesson summary

Students do the revision exercises. Then together they sum‑up the classes, by formulating the conclusions to memorise.

- Natural numbers are: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, …, 56, …, 99, 100, …
- To write down numbers we use digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, known as the Arabic digits.
- Our numerical system is the decimal numeral system.
- Names of great numbers:
– MILLION – 1 000 000 (thousand thousands),
– BILLION – 1 000 000 000 (thousand millions),
– TRILLION – 1 000 000 000 000 (thousand billions).mfb21e314b6889739_1527752263647_0- Natural numbers are: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, …, 56, …, 99, 100, …
- To write down numbers we use digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, known as the Arabic digits.
- Our numerical system is the decimal numeral system.
- Names of great numbers:
– MILLION – 1 000 000 (thousand thousands),
– BILLION – 1 000 000 000 (thousand millions),
– TRILLION – 1 000 000 000 000 (thousand billions).

Selected words and expressions used in the lesson plan

billionbillionbillion

decimal systemdecimal systemdecimal system

millionmillionmillion

millions groupmillions groupmillions group

multi‑digit numbersmulti‑digit numbersmulti‑digit numbers

ones groupones groupones group

positional systempositional systempositional system

tens grouptens grouptens group

thousands groupthousands groupthousands group

trilliontrilliontrillion