Mathematics
Number concept
Educator section
Memorandum
1.1 50 000 + 400 + 30 + 6
1.2 90 000 + 800 + 10 + 7
Puzzle!
100 000
100 000; hundred thousand
Leaner section
Content
Activity: to use a series of techniques to perform calculations [1.10.3]
1. Do you still remember what "expanded notation" is? Quickly explain it to a partner! Then look at the example and see whether you can write the following numbers in expanded notation:
e.g. 36 518 = 30 000 + 6 000 + 500 + 10 + 8
1.1 50 436 =
1.2 98 017 =
Puzzle!
What number is 10 times larger than 10 000?
Fill in the missing answers:
9 + 1 = 10 ten
99 + 1 = 100 one hundred
999 + 1 = 1 000 one thousand
9 999 + 1 = 10 000 ten thousand
99 999 + 1 = __________________ __________________
- Let us see if you were correct!
Hundred thousand | Ten thousand | Thousand | Hundred | Ten | One |
HTh | TTh | Th | H | T | U |
10 × 10 × 10 × 10 × 10 | 10 × 10 × 10 × 10 | 10 × 10 × 10 | 10 × 10 | 10 | 1 |
3 | 1 | 8 | 5 | 2 | 6 |
We read 318 526 as three hundred and eighteen thousand five hundred and twenty six.
You were therefore correct if you said 100 000 (hundred thousand).
Assessment
Learning Outcome 1: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
Assessment Standard 1.10: We know this when the learner uses a range of techniques to perform written and mental calculations with whole numbers including:
1.10.3: building up and breaking down numbers