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===Learning objectives===
===Learning objectives===
===Notes for teachers===
===Notes for teachers===
''These are short notes that the teacher wants to share about the concept, any locally relevant information, specific instructions on what kind of methodology used and common misconceptions/mistakes.''
'''I Making hundreds, tens and ones (1 period)'''
[[File:1..png|500px]]
*Print 32 squares of this.
*Distribute into 8 groups of 4 children each.
*Each group will get 4 squares.
*The value of 4 squares will be 4x100 = 400
*Each group must cut the solid lines; 1 square will have 10 strips. These are tens. So each square has 10 “tens” (They can either *cut, or work without cutting – up to the children)
*Each one of those tens will have 10 ones.
*Let the children make numbers and write them down
*Ask them what is the largest number each group can make? 400 is the answer – but check if children understand this.
'''II. Abstraction from here (1 period)'''<br>
Now let us assume children have 9 such squares.<br>
In each group, how many hundreds are possible ? – 9 <br>
In each group, how many tens are there ? – 9 x 10 = 90<br>
In each group, how many tens are there ? – 90 x 10 = 900<br>
'''1-9 ones are possible; 10 ones means one ten. Ten ones is the same as one ten'''<br>
'''1-9 tens are possible; 10 tens means one hundred. Ten tens is the same as one hundred'''.<br>
'''What happens when we have 10 hundreds? What is it the same as?'''<br>
'''What is the importance of ten? We count in groups of tens'''<br>
9+1= 10 = 10 x 1 <br>
99 + 1 = 100 = 10 x 10 <br>
999 + 1 = 1000 = 10 x 100 <br>
'''Greatest 1-digit number + 1 = Smallest 2-digit number''' <br>
'''Greatest 2-digit number + 1 = Smallest 3-digit number''' <br>
'''Greatest 3-digit number + 1 = Smallest 4-digit number''' <br>
'''Following the pattern, we can expect that, on adding 1 to the greatest 4-digit number''' <br>
'''(9999 – nine thousand nine hundred and ninety nine) we get the smallest 5-digit number''' <br>
'''(9999 + 1 = 10,000 or ten thousand). Further we can expect that 10 x 1000 = 10,000 i.e.''' <br>
'''9999 + 1 = 10,000 = 10 x 1000.''' <br>
'''Do this only when children are confident – this is for advanced students'''<br>
'''Write on the board like this:'''<br>
[[File:2.png|500px]]<br>
'''III. Fill number line (1 period)'''<br>
Draw these one below the other<br>
1,2,.......<br>
10,20,.......<br>
100, 200,.....<br>
'''IV Tell stories and Play With Number Systems (1 period - optional)'''<br>
http://www.math.wichita.edu/history/topics/num-sys.html#sense<br>
(This page is downloaded and given as reading materials – page is called Number Systems)<br>
'''V Questions/ activities for class'''<br>
#Arrange in order – shortest, tallest, increasing and decreasing order<br>
[[File:3..png|400px]]<br>
#Making numbers<br>
Suppose we have 4 digits 7, 8, 3, 5. We want to make different 4-digit numbers using these digits such that no digits are repeated in each number. For example, you can make 7835 and 3578 but 7738 is not allowed because 7 is repeated and 5 is not used. <br>
a. What is the greatest number you can make? <br>
b. What is the smallest number? <br>
c. Can you write down how you make the greatest number and the smallest number? <br>
Use the given digits without repetition and make the greatest and smallest 4-digit numbers. Note that 0753 is a 3 digit number and is therefore not allowed. <br>
[[File:5.png|600px]]<br>
#Now make the greatest and smallest 4-digit numbers by using any one digit twice. <br>
Hint: Think about which digit you will use twice.<br>
[[File:6.png|600px]]<br>
#Make the greatest/ smallest 4-digit numbers using any 4 different digits with conditions as given <br>
[[File:7.png|600px]]<br>
===Activities===
#Activity No #1 '''[http://karnatakaeducation.org.in/KOER/en/index.php/Place_value_activity_1 Activity-1]'''
#Activity No #2 '''[http://karnatakaeducation.org.in/KOER/en/index.php/Place_value_activity_2 Activity-2]'''
==Concept #==
==Concept #==