MATHEMATICS

Numbers to 10,000 3

Lesson Plan: Numbers up to 10,000

Duration: 60 minutes

After this lesson, students will be able to:

 Count, read and write numbers to 10,000.
 Use the place value to identify ones, tens, hundreds, and
Learning objectives
thousands.
 Use place values to compare and order numbers.
 Use the place values to expand and represent numbers up
to 10,000.
Word form Place value strips
Standard form Expanded form
Key Vocabulary
Digit Greater than (>)
Place value chart Less than (<)
Place value

Sl. No: 1 Suggested Duration: 15 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

To memorise the Testing prior Start the session by asking the following
prior understanding knowledge: questions to test the prior knowledge of
of the students Recall the knowledge students:
regarding the topic. related to reading,
In the previous class, how many
writing, and
numbers did you learn?
representing
numbers up to 1000. Complete the following number pattern.
Count by ones, tens, or hundreds
502, 503,504, ____, ____, ___
Express the number 854 in word form.
Express seven hundred forty seven in
standard form.
Express the number 843 in expanded
form.

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2

Teaching Objectives Learning Outcomes Teacher’s Tasks

Compare the numbers: Which is greater,

431 or 421?
Respond to the students’ answers and
explain the correct answers.
Conclude that they have learned up to
100 (hundreds) places.
In this chapter, we shall learn about
counting, reading, writing, and
representing numbers up to 10,000
places.

Sl. No: 2 Suggested Duration: 15 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

To introduce the By the end, students Start the introductory session by asking
concept of numbers will be able to work the following questions:
up to 10,000. on counting numbers
Find the missing numbers, count on by
Counting numbers up up to 10,000.
thousands.
to 10,000. Converting
Standard form
numbers from 2442, 3442, 4442, 5442, ___, ____, ____
standard form to Word form
expanded form and Expanded form. Elicit the answers from the students and
word. give more numbers in ten thousand and
show them in place value chart.
Ask the students to write the standard
form of 7423 and 3472. Let them write
in word form using a place value chart.
Correct the answers and explain to them
how to write numbers in standard form
as well as word form.

Overview the ways not you have

converted the numbers into standard
form and word form.

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Sl. No: 3 Suggested Duration: 20 minutes
Teaching Objectives Learning Outcomes
To identify the place By the end, students
value up to 10,000. should be able to:
To write the value of
Understand a place
a digit using a place
value chart.
value chart. Write
expanded forms of Write the value of a
numbers using place digit using a place
value strips. value chart.
Write the expanded
form of the numbers.
Sl. No: 4 Suggested Duration: 10 minutes
Teaching Objectives Learning Outcomes
To compare numbers By the end, students
by using place value should be able to:
and arrange numbers
in ascending and Compare numbers
using symbols >, <,
descending order.
=
Order numbers up to
4 digits in
ascending and
descending order.
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3
Teacher’s Tasks
Ask students if anyone knows the terms
ones, tens, hundreds, thousands and ten
thousand.
Allow students to discuss on this place
value chart and collect their correct
responses.
Explain to students how to find the place
value of each digit in a number using a
place value chart.
Explain to students how to find the
expanded form of 4- and 5-digit
numbers.
Recall the ways that you have used to
identify the place value of a digit in each
number using a place value chart and
wrote expanded form using place value
strips.
Teacher’s Tasks
Ask students if anyone knows the terms’
greater than’, ‘less than’ or ‘equal to’.
Allow students to answer this and note
down the correct responses.
Now ask the students to answer the
following questions:
Compare the numbers 345 and 394 by
using greatest, smallest and equal
numbers among them.
Elicit the concepts (greatest, smallest
and equal) by induction method and
explain a few more examples.
4

Teaching Objectives Learning Outcomes Teacher’s Tasks

Ask the students if anyone knows the

terms ‘ascending order’ and ‘descending
order’.
Allow students to answer this and note
down the correct responses.
Now write some examples up to 4-digit
numbers as shown in PPT.
Ask students to arrange the numbers
from the least to the greatest or the
greatest to the least.
Elicit the concepts (‘ascending order’
and ‘descending order’) by induction
method and explain few more examples.
Assess the students by giving more
questions on it.

Sl. No: 5 Suggested Duration:

Teaching Objectives Learning Outcomes Teacher’s Tasks

Review and closing Finally, recap the concepts of this unit

by reviewing the concept map/summary
or problems from their independent
practice.
Allow students to comment and ask any
additional questions.

Sl. No: 6 Suggested Duration:

Teaching Objectives Learning Outcomes Teacher’s Tasks

Assignment HW:
Ask students to solve the different
problems given in the exercise.

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