Say the forwards and backwards number word sequences in the range 0–100.
Say the number one–thousandth, one–hundredth, one–tenth, one, and ten, etc, before and after any given number.
Order whole numbers in the range 0–1 000 000.
Order the numbers in the range 0–1000.
Number Framework Stages 4-7
Thousands book (Material Master 4-7)
Hundreds boards (Material Master 4-4)
Take a pencil for a walk on a page of the thousands book. The students say each number as the pencil points to it. In the case of pages that have many numbers missing, the students will need to image the numbers.
Discuss what moving one square to the right or left does to the size of the number (increases/decreases by one). Ask what moving one square down or up does (increases/decreases by 10), and what moving through to the next/previous page does (increases/decreases by 100).
Activity
Pose written problems using these symbols:
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Examples: 25 ↑ ↑ ↑ ← (start at 25, go down three squares to 55 and to the left one square to arrive at 54), 487 ← ← ↑ (start at 487, go back two pages to 287, and up one square to 277), 67 ↓ ↓ ↓ ← ↑ ↑ ← ← ↓...
Activity
Use snake pieces, or draw them on the board or modelling book:
The students work out the “mystery numbers”. Ask the students “How did you work out what the mystery number was? What different ways could we have used?”
Extension Activity
Repeat the snake pieces activity but now show pages from the thousands book where very few reference numbers are visible.
Figure It Out, Levels 2–3, Number, page 1 (Activities One and Two), shows examples of how students can look for patterns in missing numbers and how jigsaws can be made with parts of the hundreds board.
Similar activities can be applied to larger numbers using the thousands book.