Review Digit, Numeral, Number
LESSON OVERVIEW
In the first lesson of Primary 4, students explore large numbers in relation to ants. These large numbers launch the unit as students develop a common and strong understanding of mathematical language for discussing numbers. They then apply their understanding to large numbers and their values.
Lesson Essential Question
How can I use mathematical vocabulary to build understanding of place value?
Learning Objectives
In this lesson
Students will explain the difference between a digit, number, and numeral.
Students will discuss how the value of a digit can change.
Preparation
Photocopy the Blackline Master at the end of this volume.
What Materials Will You Need?
Notecards or paper
Lesson 1 Sorting Cards
Vocabulary Check-In
digit, number, numeral
Math Background
In Primary 3, students learned place value to the Hundred Thousands place. IN Primary 4, students expand their understanding of number as they explore very large and very small numbers throughout the year. To ensure a foundation for reading, creating, comparing, and performing operations with these numbers, students begin by learning to differentiate between the terms digit, numeral, and number. This ensures they are able to use accurate mathematical language and communicate clearly about large and small numbers. A digit is the single symbol used to make numerals. We use the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 every day.A numeral represents the idea of a number. Number is the quantity we associate with a numeral. The distinctions in terminology in math relate to distinctions in language. The letters c-a-t make the word cat, which correlate with our understanding of the animal represented by the word “cat.” The digits 2-6-1 make the numeral 261, which correlates with our understanding of the quantity represented by the number “261.”
One way to help students understand these concepts is to explain that different languages use different digits and number systems to create numerals. For example:
Once students can clearly define the difference between the three terms, they can apply this knowledge to explore how the value of a digit can change indifferent numbers and numerals. For example, they will be able to communicate why the value of 3 in the numeral 13 is very different than its value in the numeral3,278.
COMMON MISCONCEPTIONS ANDERRORS
Students often use the terms digit,numeral,number and interchangeably, even though they have distinct differences.
Students often use the term number when referring to numerals
. Since this is a common error, we understand each other, but the term digit is distinct.
Students often look at digits without considering their place value. Where the digit falls in a numeral is critical to understanding its value.
Access:
Large Numbers with Small Animals
1. Direct students to Lesson 1 ACCESS Large Numbers with Small Animals. Ask volunteers to read aloud the reading passage Ant Facts for Kids.
2. Ask students to highlight the numbers in the list of facts.
3. Explain to students that they are beginning Primary 4 Mathematics with a focus on large numbers: reading them, writing them, and comparing them.
4. Ask for volunteers to explain why ants might be a good topic to explore while learning about large numbers. Explain that ants are discussed again in future lessons. Encourage students to make connections between what they are learning in Science and Math
Build
Numeral Building (20 min)
TEACHER NOTE: This activity can serve as a formative assessment. For example, which students immediately write a numeral? Which students ask what a numeral is? For students who are unclear about the terminology, tell them to write a large number.
1. Direct students to Lesson 1 BUILD Numeral Building.
2. Instruct students to write any large numeral on their notecard or paper.
3. Ask students to compare their numeral with their Shoulder Partner to determine whose numeral is bigger and discuss how they know.
4. Repeat as many times as desired, asking students to find another partner by walking around the room or by swapping numerals with someone seated nearby.
5. Ask students to share how they figured out which numeral was bigger. Who wrote the biggest numeral in the class? What else did they notice?
reference: Lesson 1: Reinforcing Place Value