Lesson Plan

Partitioning Numbers Beyond 10 000

Teach Starter Publishing
60 mins | Suitable for years: 4

A 60 minute lesson in which students will investigate how place value can be used to partition numbers into smaller parts.

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Curriculum

  • VC2M3N02

    Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 <ul> <li>moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)</li> <li>using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000</li> <li>predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each</li> <li>comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、 万</li> <li>comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation</li> </ul>

  • VC2M4N06

    Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>

Author

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Stephanie (Teach Starter)
Teach Starter Publishing

Teach Starter Publishing

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