Say the forwards and backwards number word sequences by ones, tens, and hundreds in the range 0 – 1000.
Say the forwards and backwards whole number word sequences by ones, tens, hundreds, and thousands in the range 0–1 000 000, including finding numbers that are 10, 100, and 1 000 more or less than a given number.
Say the number one–thousandth, one–hundredth, one–tenth, one, and ten, etc, before and after any given number.
Number Framework Stages 5 -7
The students use the numeral cards to recreate counting sequences in a way that’s similar to the action of a car odometer. They can wear hats marked with the place values involved, for example, ones, tens, hundreds, thousands ...
Have a student as the ones counter, counting in ones. Stop them at nine. Ask, “What will happen when one is added?” Discuss how adding one rolls nine over to 10 and that another counting place (tens) is needed.
Count in ones from 95 until 99 rolls over to 100.
Start with 93 and add 10 to it. Discuss how the nine rolls over. Repeat by adding 10 to 94, 99, 90 ...
Add 1, 10, then 100 to 99. Add 1, 10, 100 to 899. Add 1, 10, 100 to 998.
Activity
Roll 1 000 back 1, 10, 100. Roll 3 000 back 1, 10, 100. Roll 309 back 1, 10, 100.
Extension Activity
Increase the size of the numbers to show the students that roll over/back can be applied to all whole numbers and decimals. For example, Add 1, 10, 100, 1 000, 10 000 to 99 999. Add 1, 10, 100 to 99 989. Add 1, 10, 100, 1 000, 10 000 to 109 990. Add 1, 0.1, 0.01, 0.001 to 99.999. Roll 309 000
back 1, 10, 100, 1 000, 10 000. Roll 309.000 back 10, 1, 0.1, 0.01, 0.001.”
Extension Activity
Complete each of these problems and check with a calculator.
395 + ? = 405 36 099 – ? = 34 100
99 962 + ? = 100 062 ? – 99 999 = 1 000
? + 9 900 = 10 000 100 000 – ? = 90 000 ...