Year: 5

Term: 1

Mathematics
Unit: 1

Strand: Number & Algebra

Substrand: Whole Number 1

Outcomes:
A student:
orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA

describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations MA3-2WM

Content: Recognise, represent and order numbers to at least tens of millions

apply an understanding of place value and the role of zero to read and write numbers of any size

state the place value of digits in numbers of any size

arrange numbers of any size in ascending and descending order

use numbers of any size in real-life situations, including in money problems

interpret information from the internet, the media, the environment and other sources that use large numbers
(Communicating, Reasoning)
Key Ideas
Read, write and
order numbers of
any size
State the place
value of digits in
numbers of any
size

Teaching and Learning

Ignition Activities
Nasty Game
Rules:
1. This game must be played with four players and four games
must be played. One player records the rolls and the scores.
2. The rules are similar to Highest Number except that players
are allowed to place the numbers they roll in their opponents
squares. For example, a player may place a 1 in an opponents
hundreds column. Note: Players must explain to the scorer where
they want to place the number they have rolled Put the 2 in
Susans hundreds column.
3. The winner of each game scores 4; 2nd = 3; 3rd = 2; 4th = 1.
Therefore, after the first game players should use various
strategies to ensure that the winner of the first game does not
win again. Players who really understand this game should base
their strategies on the progressive scores after each round. Note:
Each player must have a turn at going first.
Variation: Use 16 or 09 dice.

Resources
NSW Targeting
Maths Year 5
p2, 58,
Nelson Maths 5p4
iMaths 5 p4041
Maths online
Studyladder

Assessment
Pre-Assess
Read out a
variety of
numbers for
students to
write down.
Start with 2digit numbers
and gradually
increase the
number of
place values
and level of
difficulty
including
zeroes in
some place

Regn

Highest Number
Purpose:To help students order numbers with 3-digits or 4-digits.
1. The teacher and a student (or two students) demonstrate the
game on the chalkboard.
2. Students play in pairs, sharing one score sheet. Players take
turns to roll a die to try to make the highest number they can.
Once a number has been placed in a column its position cannot
be changed. The student who makes the higher number wins that
game.
3. Students play several games to determine an overall winner.
4. The teacher ties the lesson together by asking, What is the
largest possible number you can score? (9999 if you are using 0
9 dice and playing a 4-digit game.) Who scored closest to this?
What was your highest number? What was your lowest number?
5. Some of the results may be written on cards and pinned onto a
clothesline to help students order 3-digit and 4-digit numbers.
Variations 1. Use 16 dice or 09 dice. 2. Total numbers after
several games.
Guess My Number
A student thinks of a number between 1 and 1000 and challenge
students to ask questions that will identify the number in the
least number of guesses. The student who has selected the
number is only allowed to answer yes or no.
Good questions that focus on cutting out unneeded numbers can
be identified such as is it more than 500? or is it an even
number?
Each student to type a number of five digits or more into a
calculator. Without speaking, students order themselves
according to number displayed in ascending order. Students call
out number in order.
Variation: Use sticky labels to place a number on each students
back. Students move around and may ask one question of each
person they meet. That person can only answer yes or no.
Students sit down when they have been identified their number.
Explicit Mathematical Teaching
Place Value

values.
Example:
26, 143, 2
673, 3408, 8
019, 14 579,
26 204, 86
093,
264 582, 3
456 714
Write the
number
74 389 615
on the board.
Ask students
to label the
place value
name of each
digit.

Post Assess
Maths online
worksheet
reading whole
number.
Teacher verbal
post
assessment
asking students
to write number
as per preassessment.

MTS online Yr
5 Whole number
Formative test 1

Studyladder - Ordering large numbers

Maths
Year 5 Video
Write 15 642 on the board and ask a student to read it. Discuss
the value of each digit, establishing particularly that the one
represents ten thousand, but the number is read as fifteen
thousand. Change the 15 to 3 and repeat. Point out that a space
is left between the thousands and hundreds to make the number
easier to read. Repeat with numbers such as 156 342, then 1 243
675, to establish the value of hundred thousands and millions
and the way in which the numbers are read. Show a place value
chart on the board with the ones (units) column labelled
Alternatively draw an abacus diagram:

Discuss the value of the other columns, starting from the right,
and label them. Draw small circles in each column, to represent a
number. Write the number in figures on the board, point out the
spacing, then ask a student to read the number. Change the
circles to make a different five, six or seven-digit number and ask
students to write it in figures, then read it aloud together. Repeat
with other numbers. Read out some five, six and seven-digit
numbers and ask students to write them in figures. Focus on a
seven-digit number and ask:
- How could I increase this number by ten thousand?
- What would the new number be?
Repeat with other changes to the number, e.g. 300 thousand
smaller, 2 million bigger etc, asking students to record the new
number each time. Ask students to write any seven-digit number.
Ask them to raise their hands if their number contains: fifty
thousand; nine thousand; eight hundred thousand, forty; six;
three million etc.
Explain that large numbers are written in groups of three starting
from the ones using spaces not commas. Teach that groups of
three belong to millions, thousands and ones and this determines
the name of the number eg. Two hundred and fifteen million four
hundred and twenty six thousand eight hundred and ten.

Identify groups beyond the millions.

Explicit teaching
Teacher models on the board arranging a set of digits to make
the highest possible number and lowest possible number. As
students develop their understanding, increase the number of
digits to be arranged.
As an extension students could arrange the digits to make the
number closest to a given number. E.g. Make the number closest
to 5 000.
Number People.
Make number cards with the digits 0-9. Hand out, for example,
five/six/seven cards to students. Without speaking, the students
are asked to make the largest number, smallest number, the
smallest odd number etc. Extend range of numbers

Ordering Numbers Activities

Students could:

Order countries according to area or population

Student writes a number and tells the class what range it

falls in eg between 400 000 and 500 000. Other students guess
and are told higher, lower until it is reached.
Millionaire Place Value
Students draw 4 joined boxes in a horizontal line. Squared paper
will help. The teacher has a standard pack of playing cards with
the picture cards removed. The teacher shuffles them, turns the
top card and calls out the number. The students must choose a
box to write this number in. The teacher also does this in secret.
The cards are turned and called until all four boxes are filled.
Students and teacher then display their number. Students who
get a higher number than the teacher get 5 points. Equal to the
teacher gets 3 points. Lower than the teacher 1 point. The
teacher gets 10 points if he / she beats all the students! Note - a
ten playing card is called as a zero.
This game can be adapted to higher numbers by increasing the
number of boxes or a decimal point can be added.

Interactive Links
http://education.jlab.org/placevalue/index.html
http://www.aaamath.com/plc.html
http://www.gamequarium.com/placevalue.html