The Vision of the University A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, Asian countries. The Mission of the University The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive
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The Vision of the University
A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, Asian countries.
The Mission of the University
The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive leadership in its areas of specialization.
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The Goal of College of EducationIn pursuit of College Mission, the institute of
Education is committed to develop the full potentials of
the individuals and equipped them with the necessary knowledge, skills and attitudes in the teachers’ education and the hospitality industry programs and allied fields to effectively respond to the increased demands, challenges, and opportunities of changing times for global competitiveness
The Objectives of College of Education
In view of the above, the University shall strive to implement programs and projects that shall:
Transmit and disseminate knowledge and skills relevant to emerging manpower needs;
Discover and disseminate new knowledge/technology needed by a developing community;
Establish model livelihood projects that will radiate through its service area;
Enhance, preserve, and disseminate national culture and sports;
Provide the disadvantaged members of society with equal opportunities for advancement;
Produce progressive leaders, professionals, skilled, and semi-skilled manpower for national development; and
Stress the development of a well rounded personality and a strong moral character and the cultivation of virtues.
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ACKNOWLEDGEMENTIn everything that people do, there are person/s who always behind and beside them.
They are open-arms and fully-hearted to help and assist without any expecting anything rewards
or exchange. That is the reason why the author grabs this opportunity to pay gratitude and be grateful to the following people to make this workbook successfully.
First and above all, the author wishes to express her biggest THANKS to the ALMIGHTY GOD, the constant provider and plentiful source of wisdom, for all the blessings, healthy body and mind, loving family and good friends, and for the strength to go on whenever challenge seem to weaken the author.
To the Dean of Bachelor of Elementary of Education: Dean Lydia R. Chavez
To Mr. For-Ian Sandoval at LSPU- Siniloan Campus for his generous assistance.
To my workbook consultant, Mrs. Lolita L. Beato for suggesting some information to make this workbook be successful.
To Ms. Adelina O. Monteiro for guiding us in making this workbook.
To Mr. Floreson Flores for teaching me when I don’t know what will I do.
To Mr. Mark Dexter Reyes that does not tired for bringing our draft to meet our deadline.
Profound gratitude is also given to very supportive relatives namely: Nanay Flor, Nanay Lina, Nanay Fe, Mommy Alice, Tito Glor for their tireless support and inspiring encouragement.
Special thanks are also given to my “FLIRTY BARKADAS” namely Mamy Love, Lea, Jobel, for their help, for being my “barkadas in crime”, for all their “kakulitan”, and for their shoulder to cry on every time I am so pressured in making this workbook.
And lastly, to the author family: the Placente- Royo family: Mr. Marcelino, Mrs. Yolanda, Harold, Harvey and Henry for financial and moral support, for their undying love, patience and understanding, and for always being there whenever the author need them. Thanks for always being there…
THE AUTHOR
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PREFACE
This workbook in mathematics entitled “Exploring the Numbers by Number Senses and Numeration” will help the young learners to develop their skills and knowledge that they need to know about the numbers. It is designed to develop the understanding of mathematical skills which are related to daily activities at home and in school.
Mathematical concepts and skills are presented and developed through interesting lessons and exciting activities. The lessons are presented in a clear and systematic manner that involves the higher cognitive levels.
This workbook has the following features. Lesson
Introduction that presents a discussion of the lesson. Look Back which gives the important rules and concepts discussed in each lesson. Activities that contains challenging activities that motivates the interest and enhance the learner’s ability.
It is hoped that this workbook will help the learners to develop and improve their skills and understanding in mathematics.
THE AUTHOR
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Table of ContentsThe Vision and Mission of the University ii
The Goal and Objectives of College of Education iii
Forewords iv
Acknowledgement v
Preface vi
NUMBER SENSES AND NUMERATION 1
LESSON I Number 1 to 1000 2
LESSON II Place Value of Four-Digits numbers 9
LESSON III Numbers in Expanded Form 17
LESSON IV Reading and Writing Numbers 25
LESSON V Ordinal Numbers 31
LESSON VI Comparing Numbers 39
LESSON VII Ordering Numbers 45
LESSON VIII Rounding Off Numbers 54
LESSON IX Skip Counting by 2s, 3s, 4s, 5s, and 10s 61
LESSON X Roman numerals 71
References 79
GENERAL OBJECTIVES:
1. Read and write numbers through thousands.2. Give the place value and value of each digit of up to four-
digit number.3. Write numbers through thousands in expand form.4. Identify and use ordinal numbers through 30th.5. Compare and order numbers up to thousand.6. Round off numbers up to the nearest thousand.7. Skip count by 2s, 3s, 4s, 5s, and 10s.8. Read and write Roman numerals up to L
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LESSON 1
Numbers 1 to 1 000
Look at the picture. Let us practice counting.
How many chairs are there? _________
How many plates are there? _________
How many balloons are there? _______
How many stars do you see? _________
How many circles are there? _________
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Now let us count the candles inside the box.
Objectives:
At the end of the lesson, the students are able to:
1. Associate numbers with sets having up to 1 000 objects.2. Count from 1 to 1 000
How many thousand, hundreds, tens, and ones are there in all?
There are 2 thousand, 2 hundreds, 2 tens, and 2 ones.
They have collected 2, 222 used plastic cups in all.
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Look at the number 2 222 .How many 2s do you see? Do you know that each 2 has a different meaning
Our numeration system is called the Hindu Arabic system. There are 10 symbols in the numeration system, namely, 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.Each of this symbol is called a digit. A digit or a group of digits forms a numbers. Do you know why digits maybe repeated many times?
Look at the place value chart. Let us write the number 2 222 in the chart.
Thousands
1000s
Hundreds
100s
Tens
10s
Ones
1s
2 2 2 2
Do the digits 2 stay in the same place? Can we therefore repeat the same digit in number?
Study the place value chart.
What is the place value of the digit 2 on the right? _________
What is the place value of the digit 2 second from the right? _________
What is the place value of the digit 2 third from the right? _________
What is the place value of the digit 2 on the left? _________
Since digits occupy different place values, they also have different value.
2 in the thousands place means 2000
2 in the hundreds place means 200
2 in the tens place means 20
2 in the ones place means 2
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What are the place value and the value of each digit n the number 258?
At the end of the lesson, the students are able to:
1. Read two-to four- digit numbers in symbols and in words.2. Write two-to four- digit numbers in symbols and in words.
We write We read
910 nine hundred ten920 nine hundred twenty930 nine hundred thirty940 nine hundred forty950 nine hundred fifty960 nine hundred sixty970 nine hundred seventy980 nine hundred eighty990 nine hundred ninety1000 one thousand
How do we read and write the number for this set of objectives?
100 20 2
__________hundreds, ________ tens, and ones = 122
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Each digit has this value:
1- 100, read as “one hundred”
2- 20, read as “twenty”
2- 2, read as “two”
We read a number starting with the leftmost digits. The number 122 is read as “one hundred twenty-two”
Another example:
Standard form: 6 586
Expanded form: 6 000+ 500+ 80+ 6
Number word: six thousand, five hundred eighty-six
1. Give the value of each digit starting from the leftmost digit.2. Separate the thousand from the hundred with a comma.Number words, such as twenty-one, thirty-nine, forty-six, and so on are written with hyphen.
Kate Leann and Kim Lei Jan had a collection of pillows. Kate Leann had 6 pillows while Kim Lei Jan had 4 pillows. Let us find out who collect more pillows.
Look at the picture given.
Kate Leann’s pillow Kim Lei Jan’s pillow
Who collected more pillows? ____________________
Who collected fewer pillows? _____________________
We say “6 are greater than 4”.
We write 6>4.
We can also say “4 is less than 6”.
We write 4<6.
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Objectives:
At the end of the lesson, the students are able to:
1. Compare two numbers with up to four digits.2. Use the symbols >, <, and = in comparing numbers.
Study these examples:
A B
How many smileys’ are there in picture A? __________
How many smileys’ are there in picture B? __________
In ascending or least to greatest order, the numbers should be arranged this way:
264,598, 759,987
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LOOK BACK
To arrange a set of numbers in ascending or descending order, compare the digits found in the same place value starting from the highest place value. The higher the digit, the greater the number.
Rounding off a number to the nearest ten, hundred, or thousand means choosing a multiple of 10, 100, or 1 000 that is closest to the given number. If the given number is exactly halfway between two multiples of 10, 100, 1 000, round off the number to the greater multiple.