1. Home
  2. Mathematics grade 4
  3. Term 1
  4. Counting

Counting  (Page 2/2)

<< Chapter < Page
  Mathematics grade 4     Page 2 / 2
Chapter >> Page >

3.2 Count on in 3’s from 0 to 36. Count backwards in 3s from 36 to 0.

3.3 Count on in 5’s from 375 to 425. Count backwards in 5s from 545 to 485.

3.4 Count on in 10’s from 950 to 1 020. Count backwards in 10s from 950 to 840.

3.5 Count on in 25’s from 625 to 1 000. Count backwards in 25s from 975 to 675.

3.6 Count on in 50’s from 550 to 1 050. Count backwards in 50s from 750 to 350.

3.7 Count in hundreds from 400 to 1 100. Count backwards in 100s from 1 000 to 0.

4. COUNTING FORWARDS AND BACKWARDS (Individually):

  • Now your educator may ask you to count individually. See if you can count forwards and backwards on your own. Your educator may ask you to start with larger numbers. Maybe you would like to practise this with a friend first. Use your calculator to experiment with, and start with larger numbers.

5. COUNTING WITH LARGER NUMBERS (Oral individual work):

  • Remember to use your calculator as an investigative (learning) tool if necessary:

5.1 Count on in 2s from 9 980 to 10 000. Count backwards in 2s from 5 010 to 4 990.

5.2 Count on in 3s from 8 982 to 9 000. Count backwards in 3s from 1 836 to 1 800.

5.3 Count on in 5s from 4 870 to 5 015. Count backwards in 5s from 9 125 to 8 980.

5.4 Count on in 10s from 8 960 to 9 020. Count backwards in 10s from 5 100 to 4 980.

5.5 Count on in 25s from 7 625 to 7 750. Count backwards in 25s from 10 000 to 9 875.

5.6 Count on in 50s from 8 250 to 8 500. Count backwards in 50s from 9 750 to 9 500.

5.7 Count on in hundreds from 5 400 to 6 000. Count backwards in 100s from 7 000 to 6 000

WRITTEN WORK.

Now use your calculator as an investigative tool and complete the written work:

6. FLOW DIAGRAMS :

  • Complete this “flow diagram” by following the arrows:
  • Complete this flow diagram:

7. A DIFFERENT FLOW DIAGRAM:

  • Fill in the missing operator, the input and output numbers:

8. MORE LARGE NUMBERS

Try to programme your calculator it to “count on” or to “count back” as necessary: Complete the following sequences. Remember, you may use your calculator if you wish.

8.1 10 000; 9 998; 9 996; , , ,

8.2 1 950; 1 960; 1970; , , ,

8.3 9 450; 9 550; 9 650; 9 750; , , ,

8.4 8 825; 8 820; 8 815; , , , ,

9. LARGER NUMBERS IN A FLOW DIAGRAM:

  • Write down the missing input numbers, operator and output numbers:

10. COUNTING IN INTERVALS OF FOUR

  • Now encircle all the numbers that you would use when you count in 4s up to 10 000.

Check with a friend, and, if necessary, a calculator.

Assessment

Learning outcomes(LOs)
LO 1
Numbers, Operations and RelationshipsThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
Assessment standards(ASs)
We know this when the learner:
1.1 count forwards and backwards in a variety of intervals (including 2s; 3s; 5s; 10s; 25s; 50s and 100s) between 0 and 10 000;
1.2 describes and illustrates various ways of counting in different cultures (including local) throughout history;
1.3 recognizes and represents the following numbers in order to describe and compare them:1.3.1 whole numbers to at least 4-digit numbers;
1.4 recognizes the place value of digits in whole numbers to at least 4-digit numbers;
1.6 solves problems in context including contexts that may be used to build awareness of other Learning Areas, as well as human rights, social, economic and environmental issues such as:1.6.1 financial (including buying and selling, and simple budgets);
1.7 solves problems that involve:
  • comparing two or more quantities of the same kind (ratio).
1.8 estimates and calculates by selecting and using operations appropriate to solving problems that involve:
  • rounding off to the nearest 10; 100 or 1 000;
1.9 performs mental calculations involving: addition and subtraction:
  • adding and subtraction;
1.10 uses a range of techniques to perform written and mental calculations with whole numbers including:
  • building up and breaking down numbers;
  • rounding off and compensating;
  • doubling and halving;
  • using a number-line;
  • using a calculator.
1.11 uses a range of strategies to check solutions and judge the reasonableness of solutions.

Memorandum

Memorandum

COUNTING IN THE EVERYDAY WORLD

  • 594; 596; 598; 600; 602
  • 985; 990; 995; 1 000; 1 005
  • 670; 680; 690; 700; 710
  • 750; 775; 800; 825; 850
  • 800; 850; 900; 950; 1 000; 1 050
  • 700; 800; 900; 1 000; 1 100
  • 1 402 km
  • COUNTING WITH A CALCULATOR

3. COUNTING FORWARDS AND BACKWARDS

3.1 186; 188; 190; 192; 194; 196; 198; 200; 202; 204

206; 204; 202; 200; 198; 196; 194;

3.2 0; 3; 6; 9; 12; 15; 18; 21; 24; 27; 30; 33; 36

36; 33; 30; 27; 24; 21; 18; 15; 12; 9; 6; 3; 0

3.3 375; 380; 385; 390; 395; 400; 405; 410; 415; 420; 425

545; 540; 535; 530; 525; 520; 515; 510; 505; 500; 495; 490; 485;

3.4 950; 960; 970; 980; 990; 1 000; 1 010; 1 020

950; 940; 930; 920; 910; 900; 890; 880; 870; 860; 850; 840

3.5 625; 650; 675; 700; 725; 750; 775; 800; 825; 850; 875 900; 925; 950; 975; 1 000

975; 950; 925; 900; 875; 850; 825; 700; 775; 750; 725; 600; 675

3.6 500; 550; 600; 650; 700; 750; 800; 850; 900; 950;

1 000; 1 050

750; 700; 650; 600; 550; 500; 450; 400; 350

3.7 400; 500; 600; 700; 800; 900; 1 000; 1 100

1 000; 900; 800; 700; 600; 500; 400; 300; 200; 100; 0

4. COUNTING: (practice)

5. COUNTING WITH LARGER NUMBERS (Oral individual work; control with a calculator if necessary.)

5.9 980; 9 982; 9 984; 9 986; 9 988; 9 990; 9 992; 9 994; 9 996; 9 998; 10 000

5 010; 5 008; 5 006; 5 004; 5 002; 5 000; 4 998; 4 996; 4 994; 4 992; 4 990

5.2 8 982; 8 985; 8 988; 8 991; 8 994; 8 997

5.2 (cont.) 1 836; 1 833; 1830; … 1 800

5.3 4 870; 4 875; 4 880l; … 5 015

9 125; 9 120; 9115; … 8 980

5.4 8 960; 8 970; 8 980; … 9 020

5 100; 5 090; 5080; … 4 980

5.5 7 625; 7650; 7675; … 7 750

10 000; 9 975; 9 950; … 9 870

5.6 8 250; 8 300; 8 350; … 8 500

9 750; 9 700; 9 650; … 9 500

  • 5 400; 5 500; 5 600; …6 000

7 000; 6 900; 6 800; …6 000

Flow Diagrams

6. FLOW DIAGRAMS

6.1

98 + 3 = 101

298 + 3 = 301

598 + 3 = 601

698 + 3 = 701

898 + 3 = 901

998 + 3 = 1001

6.2

991 – 3 = 988

972 – 3 = 969

963 – 3 = 960

954 – 3 = 951

990 – 3 = 987

1 010 – 3 = 1 007

7.

1 525 + 25 = 1 550

1 550 + 25 = 1 575

1 575 + 25 = 1 600

1 600 + 25 = 1 625

1 625 + 25 = 1 650

1 650 + 25 = 1 675

8. MORE LARGE NUMBERS

3.1 9 994; 9 992; 9 990; 9 988

3.2 1 980; 1 990; 2 000; 2 010

3.3 9 850; 9950; 10 050; 10 150

3.4 8 810; 8 805; 8 800; 8 795

9. LARGER NUMBERS IN A FLOW DIAGRAM

2 950 + 50 = 3 000

3 000 + 50 = 3 050

3 050 + 50 = 3 100

3 100 + 50 = 3 150

3 200 + 50 = 3 250

10.

The only numbers not encircled are:

1 998

9 998

9 545

7 894

7 898

Questions & Answers

what is defense mechanism
Chinaza Reply
what is defense mechanisms
Chinaza
I'm interested in biological psychology and cognitive psychology
Tanya Reply
what does preconceived mean
sammie Reply
physiological Psychology
Nwosu Reply
How can I develope my cognitive domain
Amanyire Reply
why is communication effective
Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
Wekolamo Reply
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Manix Reply
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
JESSY Reply
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
Simon Reply
compare and contrast skinner's perspective on personality development on freud
namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
Zyryn Reply
good👍
Jonathan
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
Kelu Reply
interpersonal relationships
Abdulfatai Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply
<< Chapter < Page Page > Chapter >>

Read also:

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Mathematics grade 4. OpenStax CNX. Sep 18, 2009 Download for free at http://cnx.org/content/col11101/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Mathematics grade 4' conversation and receive update notifications?

Ask