The Vision of the University<br />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. <br />The Mission of the University<br />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. <br />ii<br />The Goal of College of Education<br />In 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<br />The Objectives of College of Education<br />In view of the above, the University shall strive to implement programs and projects that shall: <br />Transmit and disseminate knowledge and skills relevant to emerging manpower needs; <br />Discover and disseminate new knowledge/technology needed by a developing community; <br />Establish model livelihood projects that will radiate through its service area; <br />Enhance, preserve, and disseminate national culture and sports;<br />Provide the disadvantaged members of society with equal opportunities for advancement; <br />Produce progressive leaders, professionals, skilled, and semi-skilled manpower for national development; and <br />Stress the development of a well rounded personality and a strong moral character and the cultivation of virtues.<br />iii<br />ACKNOWLEDGEMENT<br />In 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.<br />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. <br />To the Dean of Bachelor of Elementary of Education: Dean Lydia R. Chavez<br />To Mr. For-Ian Sandoval at LSPU- Siniloan Campus for his generous assistance.<br />To my workbook consultant, Mrs. Lolita L. Beato for suggesting some information to make this workbook be successful.<br />To Ms. Adelina O. Monteiro for guiding us in making this workbook.<br />To Mr. Floreson Flores for teaching me when I don’t know what will I do.<br />To Mr. Mark Dexter Reyes that does not tired for bringing our draft to meet our deadline.<br />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.<br />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.<br />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… <br />THE AUTHOR<br />v<br />PREFACE<br />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.<br />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.<br /> <br />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.<br />It is hoped that this workbook will help the learners to develop and improve their skills and understanding in mathematics.<br />THE AUTHOR<br />vi<br />Table of Contents<br />The Vision and Mission of the Universityii<br />The Goal and Objectives of College of Educationiii<br />Forewordsiv<br />Acknowledgementv<br />Prefacevi<br />NUMBER SENSES AND NUMERATION1<br />LESSON INumber 1 to 10002<br />LESSON II Place Value of Four-Digits numbers9<br />LESSON III Numbers in Expanded Form17<br />LESSON IV Reading and Writing Numbers25<br />LESSON V Ordinal Numbers31<br />LESSON VI Comparing Numbers39<br />LESSON VII Ordering Numbers45<br />LESSON VIIIRounding Off Numbers54<br />LESSON IXSkip Counting by 2s, 3s, 4s, 5s, and 10s61<br />LESSON X Roman numerals71<br />References 79<br />1634301528077<br />GENERAL OBJECTIVES:<br />Read and write numbers through thousands.<br />Give the place value and value of each digit of up to four-digit number.<br />Write numbers through thousands in expand form.<br />Identify and use ordinal numbers through 30th.<br />Compare and order numbers up to thousand.<br />Round off numbers up to the nearest thousand.<br />Skip count by 2s, 3s, 4s, 5s, and 10s.<br />Read and write Roman numerals up to L<br />1<br />LESSON 1<br />Numbers 1 to 1 00Objectives:At the end of the lesson, the students are able to:Associate numbers with sets having up to 1 000 objects.Count from 1 to 1 0000<br />Look at the picture. Let us practice counting.<br />How many chairs are there? _________<br />How many plates are there? _________<br />How many balloons are there? _______<br />How many stars do you see? _________<br />How many circles are there? _________<br />2<br />Now let us count the candles inside the box.<br />51435002333625042576750<br /> <br />1 tens 1 tens 1 tens<br />How many tens are there? 3 tens or 30 ones<br />So there are 30 candles in all.<br />50869851370330Can you count all the balloons?<br />37541202409190563799109451435033655981710977265409511597726530829259772651993900977265456184010160035502851016002538730101600152717533655 100<br />10103 <br />How many hundreds are there? 2 hundreds<br />How many tens are there? 2 tens<br />How many ones are there? 0 ones<br />There are 220 ballons in all.<br />Can you give the missing numbers?<br />85, __, __, 88, __, 90, __, __, 93, 94, __, __, __, 98, __, 100<br />The missing number are 86, 87, 89, 91, 92, 95, 96, 97, and 99.<br />LOOK BACK10 ones are equal to 1 ten.10 tens are equal to 1 hundred.10 hundreds are equal to 1 thousand.<br />148660618697<br />4<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: _________<br />Score: ____________<br />ACTIVITY I<br />I. Fill in the blanks.<br />19026222942884762502901951. Crayons <br />452247044450<br />107<br />____tens and ___ ones = ____<br />21355053409954737103409952. Pencils<br />4162425252095<br />1001000<br />10103<br />____ tens, and ____ ones = _____<br />5<br />43281603009903. Books<br />23342602667026162026670<br />43284038853523342341053261620635<br />101010<br />398429992492256411186798<br />441833085725<br />2256155247650398429160628<br />10 10 3<br />____ tens, and ____ ones = _____<br />-457200692156<br />II. Complete each set of numbers.<br />81, ___, 83, ___, ___, ___, 87, 88, ___, ___.<br />___, 101, ___, ___, 104, ___, 106, ___, 108, ___.<br />216, ___, ___, 219, ___, 221, 222, ___, ____, 225.<br />___, 991, 992, ___, ____, 995, ___, 997, ___, ___.<br />___, 589, ___, ___, ___, 593, ___, ___.<br />III. Fill in the blanks with the missing numbers.<br />135, ___, ___6. ___, 999, ___<br />195, ___, ___7. ___, ___, 795<br />501, ___, ___8. 569, ___, ___<br />254, ___, ___9. ___, 651, ___<br />975, ___, ___10. 999, ___, ___<br />-457200206375<br />7<br />IV. Give the numbers asked for in proper order.<br />from 520 to 530<br />from 392 to 402<br />from 745 to 755<br />from 938 to 948<br />from 565 to 575<br />from 899 to 909<br />from 120 to 135<br />from 95 to 105<br />from 79 to 89<br />from 603 to 613<br />V. Write the missing numbers.<br />567, ___, ___, 570<br />297, ___, 299, ___<br />___, 712, ___, 714<br />978, ___, ___, 981<br />___, 998, ___, 1000<br />-480695723908<br />LESSON II<br />Objectives:At the end of the lesson, the students are able to:Identify the place value of each digit of two-to four-digit numbers.Give the value of each digit of two-to four-digit numbers.Place Value of Four- Digit Numbers<br />2207895246380501015257810Look at the picture. The pupils grouped the used plastic cups this way:<br />428331926615<br />34435915159447423155149851 000 1 000 100<br />10022<br />How many thousand, hundreds, tens, and ones are there in all?<br />There are 2 thousand, 2 hundreds, 2 tens, and 2 ones.<br />They have collected 2, 222 used plastic cups in all.<br />9<br />Look at the number 2 222 .How many 2s do you see? Do you know that each 2 has a different meaning<br />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?<br />Look at the place value chart. Let us write the number 2 222 in the chart.<br />Thousands1000sHundreds100sTens10sOnes1s2222<br />Do the digits 2 stay in the same place? Can we therefore repeat the same digit in number?<br />Study the place value chart.<br />What is the place value of the digit 2 on the right? _________<br />What is the place value of the digit 2 second from the right? _________<br />What is the place value of the digit 2 third from the right? _________<br />What is the place value of the digit 2 on the left? _________<br />Since digits occupy different place values, they also have different value.<br />2in thethousands placemeans 2000<br />2in thehundreds placemeans 200<br />2in thetens placemeans 20<br />2in theones placemeans 2<br />10<br />What are the place value and the value of each digit n the number 258?<br />Numeral258Place valuehundredstensonesValue200508<br />How many ball pens are there in all?<br />884555151130456565151130-1986015167023729951511304123690151130<br />45656529845029373472985764567952532391000100100<br />3725545444512446004445<br />1010<br />___thousands, ___ hundreds, ___ tens, ___, ones = ___<br />What is the digit in the ones place? _________<br />What is the digit in the tens place? _________<br />What is the digit in the hundreds place? _____<br />What is the digit in the thousands place? _____<br />11<br />What is the value of the first digit? _______<br />What is the value of the second digit? ____<br />What is the value of the third digit? ______<br />What is the value of the fourth digit? _____<br />LOOK BACK Every digit in a given number has its own place value. Starting from the right, the place values of four-digit number are the ones, tens, hundreds, and thousands. The value of a digit depends on its place or position in a given number.<br />1485900115570<br />12<br />Name: _________________________________Date: _____________<br />Grade/ Section: __________________________Teacher: __________<br />Score: ____________<br />ACTIVITY 2<br />I. Identify the place values represented by the circles. Color the thousands red, the hundreds green, the tens yellow, and the ones green.<br />3.<br />4.<br />5.<br />-45720022098013<br />II. Fill in the chart with the value of each digit. Observe how numbers 1, 2, and 3 have been done.<br />NumberThousandsHundredsTensOnes1. 9179002. 109110003. 374704. 12875. 3189<br />-455295216535<br />14<br />III. Give the digit for each place value. The first one is done for you.<br /><ul><li>89 have 8 tens and 9 ones.