INTENDED LEARNING OUTCOMES (ILO)

 Identify the place value and value of a digit in the numeral

 Read and write numbers through 9000 in symbols and in words

 Add/Subtract 1-3-digit numbers

 Identify the properties of addition and multiplication

 Visualize the concept of the 4 basic operations of whole numbers

 Solve word problems involving values and place values, and the 4 basic operations
of whole numbers

LESSON 1: VALUE AND PLACE VALUE

Introduction

Have you ever taken a road trip with several stops? While a typical journey
might take you from point A to point B along the shortest route possible, a road trip
can involve many destinations and meandering routes that are more about enjoying
the journey than getting to a particular place. To see how much ground you covered
along the way, you can add up the distance between each stopping point and find
your total distance travelled. In this section, you’ll learn how to use proper addition
notation and add whole numbers to find out how many miles you covered on your
road trip.

Key Concepts
  Name a whole number in words.
1. Starting at the digit on the left, name the number in each period,
followed by the period name. Do not include the period name for the
ones.
2. Use commas in the number to separate the periods.
 Use place value to write a whole number.
1. Identify the words that indicate periods. (Remember the ones period is
never named.)
2. Draw three blanks to indicate the number of places needed in each
period.
3. Name the number in each period and place the digits in the correct
place value position.
 Round a whole number to a specific place value.
1. Locate the given place value. All digits to the left of that place value do
not change.
2. Underline the digit to the right of the given place value.
3. Determine if this digit is greater than or equal to 5. If yes—add 1 to the
digit in the given place value. If no—do not change the digit in the given
place value.
 Replace all digits to the right of the given place value with zeros.

 Glossary

coordinate
A number paired with a point on a number line is called the coordinate of the
point.
counting numbers
The counting numbers are the numbers 1, 2, 3, ….
number line
A number line is used to visualize numbers. The numbers on the number line
get larger as they go from left to right, and smaller as they go from right to left.
origin
The origin is the point labeled 0 on a number line.
place value system
Our number system is called a place value system because the value of a
digit depends on its position, or place, in a number.
rounding
The process of approximating a number is called rounding.
whole numbers
The whole numbers are the numbers 0, 1, 2, 3, ….
 LESSON 1: INTRODUCTION TO ADDING WHOLE NUMBERS
Before you get started in this m odule, try a few practice problems and review prior concepts.
Use Addition Notation

A college student has a part-time job. Last week he worked 33 hours on

Monday and 44 hours on Friday. To find the total number of hours he worked last
week, he added 33 and 44.
The operation of addition combines numbers to get a sum. The notation we
use to find the sum of 33 and 44 is:
3+4
We read this as three plus four and the result is the sum of three and four.
The numbers 33 and 44 are called the addends. A math statement that includes
numbers and operations is called an expression.

Model Addition of Whole Numbers

Addition is really just counting. We will model addition with base - 10base -

10 blocks. Remember, a block represents 11 and a rod represents 1010. Let’s start
by modeling the addition expression we just considered, 3+43+4.
Each addend is less than 1010, so we can use ones blocks.
 There are 77 blocks in all. We use an equal sign (=)(=) to show the sum. A
math sentence that shows that two expressions are equal is called an equation. We
have shown that 3+4=7.

Doing the Manipulative Mathematics activity “Model Addition of Whole

Numbers” will help you develop a better understanding of adding whole numbers.

Add Whole Numbers Without Models

Now that we have used models to add numbers, we can move on to adding
without models. Before we do that, make sure you know all the one digit addition
facts. You will need to use these number facts when you add larger numbers.

Imagine filling in the table below by adding each row number along the left
side to each column number across the top. You can use this table for reference, but
it will make your work faster and easier if you have the sums memorized.

Did you notice what happens when you add zero to a number? The sum of
any number and zero is the number itself. We call this the Identity Property of
Addition. Zero is called the additive identity.

Add Whole Numbers in Applications

Now that we have practiced adding whole numbers, let’s use what we’ve
learned to solve real-world problems. We’ll start by outlining a plan. First, we need to
read the problem to determine what we are looking for. Then we write a word phrase
that gives the information to find it. Next we translate the word phrase into math
notation and then simplify. Finally, we write a sentence to answer the question.

 
Application

A. Give the place value and value of digit 8 in each numeral.

Number Place Value Value

1. 485
2. 825
3. 8, 032
4. 7, 908
5. 1, 873

B. Write the following in words.

1. 461 - ____________________________________________
2. 809 - ____________________________________________
3. 4, 405 - __________________________________________
4. 7, 402 - __________________________________________
5. 3, 004 - __________________________________________

C. Give the missing addend or sum, then, identify what property of addition is shown
in the following number sentences.

1. 3 + 9 + = ___ + 9 + 3 _________________
2. (8+3)+___ = 8+(3+6) _________________
3. ___+8=8 _________________
4. 12+9= 9+___ _________________
5. 76 +0 = ___ _________________
D. Use the properties of addition to solve the following.

1. 1+2+3+…+9+10 = __________________
2. (49+63)+51 = __________________
3. 15+38+47+62+53 = __________________
4. 999+999+999+999+999 = __________________
5. 809+803+806+801+807+804 = __________________

Assessment

______1. What is the digit with the biggest value in 1, 459?

______2. What is the sum of the digits in the tens and thousands plave in the
numeral 9, 087?
______3. What is the sum of the values of the digits in the ones and hundreds place
in the numeral 9, 837?
______4. Which digit has the smallest value in the numeral 1, 089?
______5. I am a three-digit number. My tens digit is 3 more than my ones digit. My
hundreds digit is an odd number less than 3. What number am I?
______6. Rizza has 24 marbles. Melba has 8 marbles more than Rizza. How many
marbles do the two girls have in all?
______7. At the mall, Karl spent P145.00 on the first store and P248.00 in the
second store. After which, he has P120.00 left. How much money did he start with?
______8. Michael and Niko each picked a number from a box. Niko’s number is
twice as large as that of Michael’s. The sum of their numbers is 42. What is Niko’s
number?
TEACH
ING
MATH
EMATI
CS IN
THE
PRIMA
RY
GRAD
ES

MO
WHOL
DU
E JOEY B. BOLINAS
Course Facilitator
NUMB
ERS