Whole+Number+Term+3


 * **Term 3 Week: ** ||  1   ||  2   ||  3   ||  4   ||  5   ||  6   ||  7   ||  8   ||  9   ||  10   ||  11   ||

|| QT Elements
 * DK  ||  DU   ||  PK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">HOT   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">M   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">SC   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">EQC   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">E   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">HE   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">SS   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">SSR   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">SD   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">BK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">CK   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">KI   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">I   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">C   ||  <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">N   ||
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Outcome **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Counts, orders, reads and records numbers up to four digits.

<span style="font-family: 'century gothic','sans-serif'; font-size: 12px;">- Rounding numbers to the nearest ten, hundred or thousand when estimating. <span style="font-family: 'century gothic','sans-serif'; font-size: 12px;">- Stating the place value of digits in two, three or four digit numbers. <span style="font-family: 'century gothic','sans-serif'; font-size: 12px;">- Using the symbols for ‘is less than’ (<) and ‘is greater than’ (>) to show the relationship between two numbers. ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12px;">Indicators: **

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Begin lesson by explaining the rounding rule. Round 4689 to the nearest 1000. When rounding to the nearest 1000, look at the hundreds. There are six hundreds so round up to 5000: 4689 is closer to 5000 than 4000. Or begin by explaining Round down 0, 1, 2, 3 and 4. Round up 5, 6, 7, 8 and 9. Do a few examples on the board. Then introduce the ‘Round Off’ game.
 * **<span style="font-family: 'Century Gothic','sans-serif';">Lesson 1 ** ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * //__<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Rounding Numbers __//

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">You need a partner to play the game ‘Round off’. The aim of the game is to round off numbers to the nearest 1000 and fill in the game board. Each student cuts out their numeral cards 0-9. They shuffle the numeral cards and place them in a pile face down. Player 1 draws four cards from the pile and makes a four-digit number with the cards. Then they round the number to the nearest thousands by applying the rule and write the number on the game board next to the number it is rounded to. Player 2 makes a four-digit number using the numeral cards. Rounds it to the nearest 1000 and writes the number on the game board next to the number it is rounded to. They continue taking turns. If a space is already filled on the game board, it cannot be re-used and the player misses a turn. Continue until both players have completed their game board.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">If concept is too hard, do a few examples of the game using 10 and 100 before attempting 1000. Or alternatively start with Worksheet 2 BLM4 and then the game.


 * <span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 15px;">Worksheet: **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Worksheet 1 Round Off. <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Worksheet 2 BLM4 Rounding Off. || ||

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Introduce place value by using the ‘Round Off’ numeral cards to make a four digit number, for eg 3429. Explain that when we read and write the number we use ‘and’ between the hundreds and the tens ‘Three thousand four hundred **and** twenty nine’. Then, using the place value chart worksheet, break the number down into thousands, hundreds etc… by writing the numbers on the chart to show that there are 3 thousands, 4 hundreds etc… You can show this one step further by using base blocks on a big place value chart, using butchers paper. Have students volunteer to put the blocks under the correct place value. Then determine the place value of the 3 in the number 3429, which is 3000 or 3 thousand, 400 or 4 hundred etc… <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Give a few more examples by volunteering student(s) to make another four digit number using the round off numeral cards, write the number in the place value chart and use the blocks to show a visual representation.
 * **<span style="font-family: 'Century Gothic','sans-serif';">Lesson 2 ** ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * //__<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Place Value __//

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Once whole class activity has been grasped, divide students into pairs. Each pair gets one set of the round off numeral cards to share and a place value worksheet each. They place the cards face down and draw out four numbers to make a four digit number. They both write the number on their place value chart. Beside that number next to the ‘units’ column will be a space for the students to figure out the place value of the number in the thousands column etc… Students continue until their chart is filled up.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Alternatively, if concept is too hard to track in pairs, the teacher can draw out the four digits to make a number that everyone will use. The students will write that number on their own charts and then determine the place value question. This can be repeated over again.


 * <span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 15px;">Worksheets **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12px;">: <span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Place value chart, BLM 3 Place Value (An extra worksheet to use) <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12px;"> **<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 15px;">Resources ****<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">: **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Butchers paper, Round off numeral cards || ||

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Introduce concept by showing the greater and less than symbols. Does anyone remember what they are? Remind about the crocodile mouth greater than >, less than <. As a whole class, use a dice to roll three times to represent hundreds, tens and ones and record the number. Then roll three times again and record the number next to the first number but leaving a space for the symbol. Read both numbers and decide as a class the appropriate symbol to use to make a true statement. Once you are satisfied with the statement, record the final result in the chart provided. Repeat activity numerous times. If students have grasped concept make four digit numbers.
 * **<span style="font-family: 'Century Gothic','sans-serif';">Lesson 3 ** ||  <span style="font-family: 'Century Gothic','sans-serif';">Register   ||
 * //__<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Greater than, Less than __//

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Then inform students they will work in pairs to do the same activity. Each pair will have a mini white board, pen, a dice to share and a chart each to record their final ‘true statements’. Player one rolls the dice three times and player two records the three numbers on the whiteboard. Player one rolls the dice three times again to make a new three digit number and player two records next to the first number, leaving a space. Together they decide on the appropriate symbol to make a true statement. Then they both record the answer on their charts.


 * <span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 15px;">Worksheet ****<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">: **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Chart **<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 15px;"> Resources ****<span style="color: red; font-family: 'Century Gothic','sans-serif'; font-size: 12px;">: **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 13px;">Mini whiteboards, pens, dice || ||