CHAPTER 1: Numbers to 10 000

Chapter Overview
Maths Background
Pupils have learnt how to count, read and write numbers up to 1000 in Primary 2. In this chapter, pupils will
learn how to count, read and write numbers up to 10 000. Base-ten blocks and number discs are used to
develop the association between the concrete representation of the number, the number in its expanded form,
words and numerals. Number discs are especially useful in helping pupils learn to count on by ones, tens,
hundreds and thousands.
Pupils are shown concrete representations with place-value charts and strips showing thousands, hundreds,
tens and ones for numbers to 10 000. Given any 4-digit number, pupils will identify the place value of each digit
in the number, and express the number in numerals, in words, and in expanded form. Pupils are encouraged to
compare and verbally describe sets of numbers using the terms smaller than, greater than, smallest and
greatest. Using these skills, they will write numbers in increasing or decreasing order. Finally, pupils will apply
the number and place-value concepts to identify and complete number patterns and find missing numbers on a
number line.

Cross-Curricular Connections
Additional Support
Reading / Language Arts
Guide pupils in the mechanics of expressing numbers For English Language Learners
in words. Write ‘4392’ and ‘four thousand, three Select activities that reinforce the chapter vocabulary
hundred and ninety-two’. Point out that in writing and the connections among these words, such as
numbers in words, there is a comma between the having pupils
thousands place and hundreds place, and ‘and’ • create a Word Wall which includes terms,
between the hundreds place and tens place. Also, definitions and examples
explain that there is a hyphen between the words in
the tens place and ones place. Ask pupils to write • use drawings and numbers to show examples of
other numbers in words. each term
• write a series of maths statements that include the
terms
• discuss the Chapter Summary, encouraging pupils
to use the chapter vocabulary

For Struggling Learners

Select activities that go back to the appropriate stage
of the Concrete-Pictorial-Abstract spectrum, such as
having pupils
• use base-ten blocks to represent, compare and
order numbers
• draw pictures on grid paper to represent numbers
• express several given numbers in as many ways as
possible
• express real-world comparison situations using the
terms smaller than, greater than, smallest and
greatest.

Chapter 1 Overview 1
 Vocabulary
Chapter Preparation
• ten thousand • number line • smaller than
Pre-Test • greater than
Administer the Pre-Test in the Learning Solution to
check that pupils have acquired the prerequisite
knowledge needed to understand this chapter. If pupils
In this chapter, you will need:
are unable to answer all the questions correctly, go
through Let’s Recall and Let’s Check with them. • 1 set of per pupil

Let’s Recall (pages 6 and 7) • 1 set of per pair

1 100
10 1000

In Primary 1, pupils have learnt how to read, write, • 1 set of large 1

2 3
4 per group
count and compare numbers up to 100. In Primary 2,
pupils have learnt to read, write, count, and compare • A set of per group
and order numbers up to 1000. Use these pages to •A per pair
review the prerequisite skills and concepts relating to
counting, place value, comparing and ordering of • 1 set of small per pupil
numbers, and number patterns. • 1 set of 1
2 3
4 per pair
Counting on • 1 set of Number Lines (TR01) per pupil
In Primary 2, pupils have learnt how to count on and • Index cards (optional) per pupil
skip-count by ones, tens and hundreds to 1000.
• Have pupils look at the set of numbers.
• Ask: Are the numbers in increasing or decreasing order? (Increasing) By how many did each set increase?
(By ones, tens, hundreds) How did you find those increases? (Answers vary. Sample answers: Subtract the
smaller number from the greater number / look at the number pattern / keep counting on by adding ones /
tens / hundreds)

Identifying place values

Pupils have learnt place value of 3-digit numbers in Primary 2.
• Write on the board: 937. Ask: What does each digit represent? (9 stands for 900, 3 for 30, and 7 for 7 ones)

Comparing numbers using a place-value chart

Pupils have learnt to use a place-value chart to compare 3-digit numbers in Primary 2.
• Have pupils look at the two numbers on the place-value chart (478 and 678) and compare the value of each
digit.
• Explain that 478 is smaller than 678 because 4 hundreds is smaller than 6 hundreds. Revise the terms
greater than and smaller than.

Using place value to order numbers

Pupils have learnt to use place value to order 3-digit numbers in Primary 2.
• Write the three numbers, one below the other, on the board. Have pupils compare the numbers by comparing
the hundreds first. Have pupils order the three numbers: 385, 198 and 627.

Finding the missing number in a pattern

Pupils have learnt to complete patterns in Primary 2 by counting on or counting back.
• Have pupils talk about the two sets of numbers. Ask: Is there any kind of pattern? Do the numbers in each
set increase or decrease?
• Say: the numbers in the first set increases by 10 (+ 10) each time and those in the second set decreases by
100 (– 100) each time.

Chapter 1 Introduction 5
4 Chapter 1 Preparation
Even and odd numbers
• Remind pupils that to identify if a number is odd or even, they only need to look at the digit in the ones place.
• Write some examples of numbers up to 1000 and ask pupils if the numbers are odd or even. Have volunteers
explain why each number is odd or even.

Let’s Check (pages 8)

Use this section as a diagnostic tool to assess pupils’ level of prerequisite knowledge before they progress to
this chapter. Exercise 1 assesses pupils’ ability to express numbers in words and checks if they can
recognise whether a number is odd or even. Exercise 2 assesses pupils’ understanding of place value.
Exercise 3 assesses pupils’ skills in comparing numbers. Exercise 4 assesses pupils’ ability to order
numbers. Exercise 5 assesses pupils’ ability to complete number patterns. (Answers: 1 a nine hundred
and sixty-four; b even; 2 a 3; 20; ones; b 300 3 a smaller than b greater than 4 871, 582, 339;
5 a 882, 892; b 571, 71)

Differentiation Options in the

Learning Solution
For low-ability pupils, assign Chapter 1
Extra Support Lesson Package.
For middle-ability pupils, assign Chapter 1
On-level Lesson Package.
For high-ability pupils, assign Chapter 1
Advanced Lesson Package.

Chapter 1 Preparation 5
Chapter Introduction
Big Idea (Pupil’s Book 3A page 6)
Counting and comparing numbers to 10 000 is the main focus of this chapter.
• Pupils use countable objects to develop the association between the physical representation of the number,
the number in expanded form, in words and in numerals.
• Pupils differentiate between numbers by comparing them. Then, they learn to order 4-digit numbers in
ascending or descending order.
• They compare the number of objects in sets using the appropriate terms such as greater than, smaller than,
greatest and smallest.
• They learn to identify number patterns using number tapes and number lines.

Chapter Opener (Pupil’s Book 3A page 6)

Digital Element
The picture shows two scenes of the same marathon
but in different years. The idea of this chapter opener Launch ‘Chapter Opener’ from the Learning
is to get pupils to see that numbers can be compared. Solution. Discuss the big idea with pupils using the
• Have pupils refer to page 6 and direct their attention questions provided.
to the pictures. Ask: What is happening in these
pictures? (The My Pal’s Marathon) Explain to pupils
that a marathon is a long-distance running event.
• Have pupils say what the current year is. Ask: What year was last year? How do you find out? (Subtract 1 or
count back by 1.)
• Then, direct pupils’ attention to the speech bubble. Ask: 962 runners participated in the marathon last year.
3259 runners participated in the marathon this year. In which year did more runners participate? (This year)
How do you find out? (Compare 962 and 3259.)
• Have pupils focus on what the girl on the right pointed out. Ask: Do you agree that there were more
participants this year? (Answers vary.) Point out to pupils that 3259 is indeed greater than 962.
• As pupils may or may not be able to answer all the questions accurately, sum up the discussion by informing
pupils that they will find out the answers to these after they learn about numbers greater than 1000 in this
chapter.
• Extend the discussion and allow pupils to talk about how they use 4-digit numbers in their daily lives.
Ask: Where have you seen 4-digit numbers in your daily life? (Answers vary.)

Chapter 1 Introduction 9