MATHEMATICS

Working With Whole Numbers 4

Lesson Plan 1: Working with Whole Numbers

Duration: 60 minutes

After this lesson, students will be able to:

 Read, write and represent whole numbers up to 100,000.
Learning objectives  Use place value to describe whole numbers between 1000
and 100,000 in terms of ten thousand, thousands,
hundreds, tens, and ones.
 Add and subtract multi-digit numbers.

Ten thousand Greater than (>)

Hundred thousand Less than (<)
Key Vocabulary Word form Least
Expanded form Greatest
Standard form Order

Sl. No: 1 Suggested Duration: 5 minutes

Teaching Objectives Learning Outcomes Teacher's Tasks

To elicit the prior Testing prior Start the session by asking the following
understanding of the knowledge: questions to test the prior knowledge:
students regarding
Recall the knowledge • In the previous class/lesson, how
the topic.
related to reading, many numbers did you learn?
writing and
representing whole • Express the number 5,679 in word
numbers up to form.
10,000. • Express' four thousand, one hundred
nine' in standard form.
• Express the number 6,467 in
expanded form.
• Continue the following number
pattern. Count on by ones, tens,
hundreds, or thousands:
5,500; 5,600; 5,700; _______.

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2

Teaching Objectives Learning Outcomes Teacher's Tasks

• Compare the numbers: Which is

greater, 3,819 or 3,918?
Respond to the student's answers and
explain the correct answers.
Conclude that they have learned up to
1,000 (thousands) places.
In this chapter, we shall learn about
reading, writing and representing whole
numbers up to 100,000. (Hundred
Thousand) place.

Sl. No: 2 Suggested Duration: 25 minutes

Teaching Objectives Learning Outcomes Teacher's Tasks

To introduce the By the end, students Start the introductory session by asking
concept of whole will be able to write the following questions:
numbers. the following forms
of numbers up to Read the following numbers: 1,000;
Converting numbers 2,000; 3,000; 4,000; 5,000; 6,000; 7,000;
100,000.
from standard form 8,000; 9,000. What number comes next?
to expanded form and • Standard form
word form. Elicit the answer from students and give
• Word form more numbers in ten thousand. Show
the numbers in place-value charts.
• Expanded form.
Ask students to write the standard form
• Using the correct of 16000 and 76890. Let them write in
vocabulary of the word form using the place-value
place value chart.
terms.
Correct the answers and explain how to
convert the standard form to word form,
as well word form to standard form.
Read the number pattern. Find the
number that comes next:
10,000; 20,000; 30,000; 40,000; 50,000;
60,000; 70,000; 80,000; 90,000?
99,996 99,997 99,998 99,999?

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 3

Teaching Objectives Learning Outcomes Teacher's Tasks

Elicit the answer from students and

introduce hundred thousand, then give
more numbers in hundred thousand.
Moreover, show them in place-value
charts.
Explain to students how to find the
value of each digit in a number using a
place-value chart.
Give some examples to find the value of
each digit in a number using a place-
value chart.
Explain to students how to find the
expanded form of a 5-digit number.

Review the ways that you compared the

numbers (word form, expanded form,
and a place value chart).

Sl. No: 3 Suggested Duration: 15 minutes

Teaching Objectives Learning Outcomes Teacher's Tasks

Comparing numbers By the end, students Ask students if anyone knows the terms
to 100,000 should be able to 'greater than', 'less than', or 'equal to'.
work on:
Allow students to answer this and note
• How to order the down the correct responses.
numbers up to 5
Now, write some examples of 5-digit
digits.
numbers like 30,000 and 42,000 on the
• Compare the board/show in PPT.
numbers using
Ask students to find the greatest
symbols >, < =
number, smallest, and Equal numbers
• Find the rule in among them.
the number
Elicit the concepts (greatest, smallest,
pattern. and equal) by the induction method and
explain a few more examples.
Ask students if anyone knows the terms
'ascending order' and 'descending
order'.

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4

Teaching Objectives Learning Outcomes Teacher's Tasks

Allow students to answer this and note

down the correct responses.
Now, write some examples of 5-digit
numbers on the board/show in PPT.
Ask students to arrange the numbers
from the least to the greatest or the
greatest to the least.
Elicit the concepts (ascending order and
descending order) by the induction
method and explain a few more
examples.
Assess students by giving more
questions on it.

Sl. No: 4 Suggested Duration: 15 minutes

Teaching Objectives Learning Outcomes Teacher's Tasks

How to add and By the end of the Ask the students to:
subtract multi-digit lesson, the students
numbers using a should be able to • Find the sum of 4592 and 2436.
standard algorithm. understand how to: • Find the difference of 6432 and
• Add whole 4536.
numbers up to Allow the students to answer this and
100,000 using note down the correct responses.
the standard
algorithm. Explain the following topics using
suitable examples:
• Add multi-digit
numbers with • Add whole numbers up to 100,000
and without using the standard algorithm.
regrouping. • Add multi-digit numbers with and
• Subtract whole without regrouping.
numbers up to • Subtract whole numbers up to
100,000 using 100,000 using the standard
the standard algorithm.
algorithm.
• Subtract multi-digit numbers with
• Subtract multi- and without regrouping.
digit numbers
with and without
regrouping.

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 5

Sl. No: 5 Suggested Duration: minutes

Teaching Objectives Learning Outcomes Teacher's Tasks

Review and Closing: Finally, recap the concepts of this unit

by reviewing the concept map/summary
or problems from their independent
practice.
Allow students to comment and ask any
additional questions.

Sl. No: 6 Suggested Duration: minutes

Teaching Objectives Learning Outcomes Teacher's Tasks

Assessment: HW:
Ask students to solve the different
problems given in the exercise.

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