Unit 3: Exploring Big Numbers

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Questions and Answers

Which of the following represents the number '3500' written in words?

  • Thirty-five hundred
  • Three hundred fifty
  • Three hundred five thousand
  • Three thousand five hundred (correct)

How would you write '50000' in words?

  • Five thousand
  • Five hundred
  • Five hundred thousand
  • Fifty thousand (correct)

Which question correctly uses 'how' to inquire about quantity?

  • Why do you have apples?
  • When will you get apples?
  • How many apples do you have? (correct)
  • What is the number of apples?

Which of the following numbers is written correctly as 'two hundred'?

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Flashcards

How many?

A question used to ask about the quantity or amount of something.

Thousands

A way to express a large number using the word 'thousand'.

Will/won't

Used to show that something is going to happen in the future or to ask about a future action.

One thousand

A number with a value of 1000.

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Thousands (between 1000 and 10000)

A number that represents a quantity greater than 1000 but smaller than 10000.

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Study Notes

Unit 3: Let's Explore! - Lesson 4, Part 1

  • Learning outcome: to learn and use will/won't
  • Lesson focuses on big numbers
  • Numbers 100, 500, 1,000, 5,000, 10,000, 50,000, 100,000, and 1,000,000 are introduced.
  • Activities include listening, pointing, repeating, and singing.

Class Book p:63

  • Activity includes listening, singing, and repeating activities related to big numbers.
  • Examples: How tall is your dad? He's one hundred and eighty centimetres tall!, How high is Jabal Shams?, How deep is the Sea of Oman? It's three thousand seven hundred metres deep!, How long is the River Nile?

Class Book p:62 - Act 1

  • Activities include listening, pointing and repeating numbers, up to one million.
  • Includes specific numbers: 100, 500, 1,000, 5,000, 10,000, 50,000, 100,000, and 1,000,000
  • Activity for saying numbers aloud, then having another student point to the number.

Class Book p:62 - Act 2

  • Activities include listening and singing about big numbers.
  • Examples: How long is the River Nile?
  • Also includes questions related to distances and heights.

Class Book p:62 - Act 3

  • Activities include watching or listening and repeating phrases about big numbers.
  • Example: How deep is the Sea of Oman? It's 3,700 metres deep

Class Book p:62 - Act 4

  • Activities include listening and repeating numbers.
  • Specific numbers are listed, including; 250, 795, 1,000, 2,400, 7,650, 20,000, 100,000, 500,000 and 1,000,000.

Class Book p:62 - Act 5

  • Activities involve saying a number and having a partner point to the number.

Finishing the lesson - Dictation

Activity Book p:39 - Act 1

  • Ordering numbers from biggest to smallest

Activity Book p:39 - Act 2

  • Activities involve completing questions about distances, heights, and depths using big numbers.
  • Numbers are featured in the exercises.

Activity Book p:39 - Act 3

  • Activities involve a game of covering numbers in Activity 2 and then asking and answering questions using those numbers.
  • Examples: How far is it from Muscat to Salalah by car? It's about 1,000 kilometres.

Finishing the lesson - Dictation

Additional Information

  • The lesson materials include numbers up to one million.
  • Materials likely teach reading and writing big numbers.
  • The content and activities are part of a broader curriculum.

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