In this unit the students form collections of 1000 objects. In doing this they examine the relationship between 1000 and smaller numbers, specifically 100 and 10.
As part of the work in this unit, the students will get to appreciate the size of 1000. It will take them some time to collect and display 1000 objects. In the process they will realise that 1000 is a reasonably large number. The size aspect of number is an important one. We need to have a ‘feel’ for how big numbers are so that we can appreciate everyday things such as how far it is to another town, how heavy things are or how much they cost.
In an effort to display their 1000 objects so that they are readily counted, the students will be encouraged to bundle the objects into groups of 10 and 100. This will help them see the relevance of the decimal counting system and the relationship between the numbers 10, 100 and 1000. A knowledge of the decimal system is fundamental to working with number, especially where the four operations of arithmetic are concerned. The advantage of this system over previous ones, such as that used by the Romans, is its efficiency in counting and calculating. This is all due to the fact that the system is based on the powers of ten – 101 = 10, 102 = 100, 103 = 1000...
The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include:
The activities in this can be adapted to make them more interesting for your students by adding contexts that are familiar to them. Each student can already choose their own collection to make with a partner, but you may like to make the example collection be something more meaningful to your students, for example shells if you are near the beach, or small pebbles from a local stream.
We begin our unit by making guesses about the number of beans in jars. We then work in pairs to decide how we are going to make a collection of a 1000 items.
I want you to think about how many beans might be in each of these jars. You can look closely at each jar but you can’t tip the beans out and count them. At the end of the week we will check your guesses.
- stamps in rows on chart paper;
- beans in bags;
- Seeds glued in groups of ten to paper.
Over the next 2 to 3 days the students work with their partners to collect, make, count and display their collection of a 1000 objects.
In today’s session we create a 1000-block using multilink cubes. We do this by building it from sticks with 10 cubes.
Are there enough sticks here for 1000 cubes? Look at the collection of 10 sticks.
Are there enough sticks here for 1000 cubes?
How do you know?
How could we find out?
Ask the students to make collections of 100 with the 10-sticks.
Look at the 100’s collections. (As a class develop a name for the 10x10 cubes, for example; walls, panels.) Look at the 100's collections.( As a class develop a name for the 10x10 cubes, for example; walls, panels.)
Do we have a 100?
How many 100s do we need? How do you know?
How many 10s do we have in 1000? How do you know?
Dear family and whānau,
At school this week we have worked with a partner to make a collection of one thousand objects. We have explored ways of displaying our objects so that we can tell that we have a 1000 without having to count every one. You are very welcome to come to our classroom to look at our 1000 collections.
1000 letters
At home this week we want your child to find a collection of 1000 letters of the alphabet from a page of the newspaper. Encourage your child to explain how they are grouping the letters so that they keep track of their counting.
Printed from https://nzmaths.co.nz/resource/make-1000 at 11:13am on the 26th April 2024