Large Numbers with Small Animals
1. Direct students to Lesson 1 ACCESS Large Numbers with Small Animals. Ask volunteers to read aloud the reading passage Ant Facts for Kids.
2. Ask students to highlight or circle the numbers in the list of facts.
3. Explain to students that they are beginning Primary
4 Mathematics with a focus on large numbers: reading them, writing them, and comparing them.
4. Ask for volunteers to explain why ants might be a good topic to explore while learning about large numbers. Explain that ants are discussed again in future lessons. Encourage students to make
connections between what they are learning in Science and Math.
Numeral Building (20 min)
TEACHER NOTE: This activity can serve as a formative assessment. For example, which students
immediately write a numeral? Which students ask what a numeral is? For students who are unclear
about the terminology, tell them to write a large number.
1. Direct students to Lesson 1 BUILD Numeral Building.
2. Instruct students to write any large numeral in the box (or on a piece of paper).
3. Ask students to compare their numeral with theirShoulder Partner to determine whose numeral is bigger and discuss how they know.
4. Repeat as many times as desired, asking students to find another partner by walking around the room or by swapping numerals with someone seated nearby.
5. Ask students to share how they figured out which numeral was bigger. Who wrote the biggest numeral in the class? What else did they notice?
Vocabulary Building (20 min)
1. Write the following on the blackboard or project on a whiteboard:
Digit: ________________________________________
Numeral: _____________________________________
Number: _____________________________________
2. Direct students to Lesson 1 BUILD Vocabulary Building. Ask students to do a Quick Write to define
each vocabulary term in their own words. Remind students that it is okay to take a best guess and
write what they know.Answers will vary. It is okay if students do not know the definitions at this time.
TEACHER NOTE: This activity can serve as a
formative assessment. For example, what do students already know about these terms? What is
confusing to them? Which students may be able to help other students build understanding?
3. Ask students to read the Learning Targets for the lesson and reflect on how well they can meet the
targets right now. Consider asking students to self‑reflect using a Fist-to-Five, where “fist” indicates
no understanding and “five fingers” indicates a deep understanding of all terms. Discuss, if needed.
4. Display one sorting card at a time. For each card, give students a moment to discuss with their
Shoulder Partner in which column the card belongs: digit, numeral, or number? Then ask students to
share their answers with the whole group. Discuss/question students’ thinking if all students do not agree.
ASK • Why do you believe this card belongs there?
• Could it also belong somewhere else?
• Why does it not belong in the other column/s?
• Does this card fit into more than one column?
Complete the task with as many sorting cards as desired. Ensure all sorting cards are properly placed.
Answer Key: two hundred, 35,646,788, three thousand four hundred twelve; 5; forty-nine; 45,646;
70,000,000; 1; eight; one million
6. As a group, define each term together based on what was learned during the experience. Record the
definitions in the table on the board. (Refer to the glossary as needed.)
7. Ask students to write the class definitions of the terms digit, numeral, and number.
The class definitions should be similar to the glossary definitions.
CONNECT (6 min)
Direct students to Lesson 1 CONNECT Writing
About Math and ask them to respond to the prompt.
WRAP-UP (4 min)
Let’s Chat About Our Learning After a few minutes of independent writing, ask volunteers to share their ideas. Reinforce place value concepts and correct use of the terms. Remind students that using accurate mathematical language can help them communicate their thinking more clearly. Students should mention the use of place value to compare the value of the digits in the different numerals or numbers.
PRACTICE
Direct students to Lesson 1 PRACTICE and have them complete the problems. Address student errors and misconceptions around digits, numbers, and numeral.
