Mathematics
Number concept
Educator section
Memorandum
- 203; 190; 173; 208; 236; 222; 253; 471; 570; 459; 423; 472; 430; 343; 453; 357; 315
1 000 000
Leaner section
Content
Activity: to perform mental calculations [lo 1.8.2]
Competition time!
- Compete with a friend to see who can complete this arrow diagram CORRECTLY first! You may not use a pocket calculator.
The remarkable million!
You already know the following:
10 x 10 = 100
100 x 10 = 1 000
1 000 x 10 = 10 000
10 000 x 10 = 100 000
Look carefully at the above pattern and fill in:
100 000 x 10 = ______________________________________________________
Correct! 100 000 x 10 = 1 000 000
We read: 1 000 000 is one million
- In the notation column it looks like this:
| Million | Hundred thousand | Ten thousand | Thousand | Hundred | Ten | One |
| M | HTh | TTh | Th | H | T | U |
| 1 000 000 | 100 000 | 10 000 | 1 000 | 100 | 10 | 1 |
- Let’s read these big numbers:
4 721 568 is read as 4 million 721 thousand 568
Thus: Four million seven hundred and twenty one thousand five hundred and sixty eight
Note!
We group figures (digits) in threes from the right.
In the example the first space from the left tells us how many millions we have. The second space from the left indicates how many thousands there are.
E.g. 3 (million) 268 (thousand) 413
Assessment
Learning Outcome 1: The 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 Standard 1.9: We know this when the learner performs mental calculations involving:
1.9.1: addition and subtraction.