QUARTER 2: NUMBER SYSTEM

Lesson 6: Concept of Numbers and their Properties

Week 6

Second Quarter

I. Objectives

At the end of the lesson you are expected to … (Narrated only)

a. Describes the exponent and the base in a number expressed in exponential notation.
b. Gives the value of numbers expressed in exponential notation.
 QUARTER 2: NUMBER SYSTEM

Hi! Welcome to the Math of Fun! (This is narrated only, add background for this.)

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Today we are going to talk about (Narrated only) Concept of Numbers and their Properties

What’s my Goal? (add art to this)

Objectives
At the end of the lesson you are expected to … (Narrated only)

a. Describes the exponent and the base in a number expressed in exponential notation.
b. Gives the value of numbers expressed in exponential notation.

Let’s Get started! (Click tab)

Preliminary activity
Motivation

Is 1 billion equals to 1, 000, 000?

Please provide space for answer.

What number is 1 ten thousand greater than 70 000?

Please provide space for answer.

What number is 1 million greater than 600,000?

Please provide space for answer.

Very good!

Now let’s learn more!

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Exploring Math! (Please add art to this)
Lesson Proper
Presentation

The Number System

Our number system is also called the decimal system, from the Latin word decem which means “ten”. It
uses ten distinct symbols to represent numbers. These symbols, called digits, are the Hindu-Arabic
numerals 0,1,2, 3, 4, 5, 6, 7, 8 and 9 which are introduced in Europe during the 12th century and are now
used generally throughout the world.

Numbers beginning with 1 that are used in counting are called counting numbers or natural numbers.
All-natural numbers, with inclusion of 0, are called whole numbers.

In writing numbers, the value of each digit depends on its opposition or place value in that number. It
takes 10 0nes to make 1 ten, 10 tens to make 1 hundred, 10 hundred to make 1 thousand, and so on.

Let us see this example:

This will help us to determine the place value and value of each digit in a number.

Take 267 345 109 548

Billions Millions Thousands Units

Hundred Ten Billion Hundred Ten Million Hundred Ten Thousand Hundred Tens Ones
Billion Billion Million Million Thousand Thousand s

1011 1010 109 108 107 106 105 104 103 102 101 100

2 6 7 3 4 5 1 0 9 5 4 8

Notice how the value of each place changes as we move from the one column to the left of the chart. It
is increased by group of 10. This shows each place is ten times the value of the digit to its right.

The number in the chart read as “two hundred sixty-seven billion, three hundred forty-five million, one
hundred nine thousand, five hundred forty-eight”

Take note!
 The period name for the unit group is no longer mentioned when you read the number.
 The zero in the ten thousand place has no value but serves as a place holder. This means, in the
absence of a digit to represent a certain place, zero is used.

We can also write the number in its expanded form to help us understand more the value of each digit.
6 529 529 in expanded form is:
6 x 1,000 000 + 5 x 100 000 + 2 x 10 000 + 9 x 1 000 + 5 x100 + 2 x10 + 8 x 1
In which place does digit 2 have the greater value? Or lessen?
In which place does digit 5 have the value of 500 000? Or 500?

Any Hindu-Arabic number can also be expressed in exponential form using the powers of 10 to simplify
it.
For example, 10 x 10 x 10 x 10 = 104 = 10 000

The numeral 104 is read as “ten to the fourth power” and the product 10 000 is the “fourth power of 10”

The exponents also tell how many zeroes follow 1 as shown here:

1 = 100 no zero after 1

10 = 101 1 zero after 1
100 = 102 2 zero after 1
1000 = 103 3 zero after 1
10000 = 104 4 zero after 1
100000 = 105 5 zero after 1
1000000 = 106 6 zero after 1
10000000 = 107 7 zero after 1
100000000 = 108 8 zero after 1
1000000000 = 109 9 zero after 1
10000000000 = 1010 10 zero after 1
And so on.

Hence, 6 529 528 can be written in exponential form as:

6 x 106 + 5 x 105 + 2 x 104 + 9 x 103 + 5 x 102 + 2 x 101 + 8 x 100

In expanded form:
6 000 000 + 500 000 + 20 000 + 9 000 + 500 + 20 + 8

In simplest form:
6 529 528

Example 1:

Determine the sum of the values of digit 4 in 2 145 627 482.

Solution:
The value of 4 in the hundred place is 400. The other 4 occupies the ten-million place and its value is 40
000 000.

Therefore, the required sum is 40 000 000 + 400 = 40 000 400.

Example 2:

How many whole numbers are less than 10 000?

Solution:
By definition, whole numbers include 0 and the greatest number less than 10 000 is 9 999. Hence, there
are 10 000 whole numbers less than 10 000 that is from 0 – 9 999.
Let’s try! (Add Art to this)

Activity

Write true if the statement is correct; otherwise, write false.

1. One is the smallest Natural number.

2. The smallest whole number is 0.
3. The smallest two-digit number is 11.
4. The largest whole number is 1 billion.
5. There is no whole number between 99 and 100.
6. The place value of a digit is always twice the value of the place at its right.
7. The greatest 5-digit number is 10 000.
8. 109 is the same as 1 000 000 000.

Answers:
1. True
2.True
3. False
4. False
5. True
6. False
7. False
8. True

Helpful Hint! (Please add art to this)

Generalization

Our number system is also called the decimal system, from the Latin word decem which means “ten”. It
uses ten distinct symbols to represent numbers. These symbols, called digits, are the Hindu-Arabic
numerals 0,1,2, 3, 4, 5, 6, 7, 8 and 9 which are introduced in Europe during the 12th century and are now
used generally throughout the world.

Numbers beginning with 1 that are used in counting are called counting numbers or natural numbers.
All-natural numbers, with inclusion of 0, are called whole numbers.

In writing numbers, the value of each digit depends on its opposition or place value in that number. It
takes 10 0nes to make 1 ten, 10 tens to make 1 hundred, 10 hundred to make 1 thousand, and so on.

References

Department of Education, Republic of the Philippines. (2016). K to 12 Curriculum Guide: Mathematics

(Grade 1 to Grade 10). Retrieved on August 13, 2019
from  https://www.academia.edu/33308395/K_to_12_Curriculum_Guide_MATHEMATICS

Agtarap, M.S., Agtarap, R.I., Subong, R.R., & Guerrero R.R. (2017). Teachers Wrapatound. 1st Edition.
Phoenix Math for the 21st Century Learners. Pp 301-303.
Test your learning! (Please add art to this)
Assessment

Write the standard form of the number described in each of the following.

1. 400 000 + 65 000 + 20 = 465 020

2. Sixty-five million, eight hundred one = 65 000 801
3. (9 x 1 000 000) + (7 x 10 000) + (8 x 100) + (5 x 10) = 7 070 850
4. 673 million, 19 thousand, 685 ones = 673 019 685
5. Four hundred six billion, seven hundred million, ten thousand. = 406 700 010 000
6. 7 hundred million, 5 hundred 9 thousand, fourteen. = 700 509 014
7. 4 x 108 + 1 x 107 + 3 x 106 + 2 x 105 + 0 x 104 + 7 x 103 + 6 x 102 = 413 207 600
8. 5 000 000 000 + 90 000 000 + 8 000 000 + 40 000 + 9 000 + 80 = 5 098 049 080
9. Eighty-eight million, nine thousand, sixty. = 88 009 060