GRADE: 4 SUBJECT: MATHEMATICS

TOPIC: WHOLE NUMBERS TERM: 1 WEEK 3

STARTING DATE: END DATE:
LEARNING OBJECTIVES: RESOURCES: FLASH CARDS, NUMBER CHARTS, METER STICK
• Recognise the place value of digits in whole numbers to at least four-
digit numbers
• Round off to the nearest 10, 100 and 1 000
TEACHER ACTIVITIES LEARNER ACTIVITIES ASSESSMENT
DAY 1: 29/01/2024 -listen to the teacher -corrections
Explain to the learners the meaning of the word value in -write notes where necessary and ask questions -classwork( DBE workbook)
mathematics -homework (DBE workbook)

Use examples to discuss and explain further about value

in mathematics

Discuss strategies used to determine the value of a

number
DAY 2:30/01/2024 -corrections
On the board, draw a blank place value chart labeled -copy the place value chat in their books -classwork( DBE workbook)
Thousands, Hundreds, Tens and Units, and ask your -create a 4-digit number -homework (DBE workbook)
learners to copy it into their books. -Listens to the teacher.

Explain that the idea of this activity is to make as large a

number as possible.

Ask learners to call out the four-digit numbers, they made.

Discuss with learners the strategies they used. Using the

numbers that the learners have given you, explain the
difference between the ‘value of a number’ and the ‘place
value of a number’.

Use examples in the textbook. Read through the

examples with the learners and explain them.

DAY 3: 31/01/2024
Draw a timeline on the board. Label the one side 0 and -listen to the teacher. -corrections
the opposite side 10. The middle mark must be a five. -learners listen to the teacher and answer questions -classwork (DBE workbook)
verbally. -homework (DBE workbook)
Explain to the learners that when we round off to the -give examples to work through
nearest 10, we look at the unit digit as a guideline for
whether we round the number up to the next 10 or round
the number down.
Read through the rules in the Learner’s textbook. Write
the examples onto the number line on the board while
explaining the examples to the learners.

Ask the learners for a few more examples to work through.

allow them to work through the examples on their books
DAY 4: 01/02/2024 -listen to the teacher.
Draw a timeline on the board. Label the one side 10 and -learners listen to the teacher and answer questions -corrections
the opposite side 100. The middle mark must be a 50. verbally. -classwork( DBE workbook)
-give examples to work through -homework (DBE workbook)
Explain to the learners that when we round off to the
nearest 100, we look at the tenth digit as a guideline for
whether we round the number up to the next 100 or round
the number down.

Read through the rules in the Learner’s textbook. Write

the examples onto the number line on the board while
explaining the examples to the learners.

Ask the learners for a few more examples to work through.

allow them to work through the examples on their books
DAY 5: 02/02/2024
Draw a timeline on the board. Label the one side 100 and -listen to the teacher. -corrections
the opposite side 1000. The middle mark must be a 500. -learners listen to the teacher and answer questions -classwork( DBE workbook)
verbally. -homework (DBE workbook)
Explain to the learners that when we round off to the -give examples to work through
nearest 1000, we look at the hundredth digit as a guideline
for whether we round the number up to the next 1000 or
round the number down.

Read through the rules in the Learner’s textbook. Write

the examples onto the number line on the board while
explaining the examples to the learners.

Ask the learners for a few more examples to work through.

allow them to work through the examples on their books