Numeration of the Decimal System

Introduction to the Large Number Cards

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When we wish to read a large number, for example "17264539", we divide it into groups of hundreds, tens, and units by marking every third place from the right, such as "17,264,539."  This makes it easy to read.

millions H T U 1 7,

thousands H T U 2 6 4,

simple H T U 5 3 9

"Seventeen million, two hundred sixty four thousand, five hundred thirty nine."

MATERIAL:

Large number cards

• The units (1 to 9) are printed in green on white card.
• The tens (10 to 90) are printed in blue on white card.
• The hundreds (100 to 900) are printed in red on white card.
• The units of thousands (1000 to 9000) are printed in green on white card.

The ten cards are twice the width of the unit cards.  The hundred cards are three times the width of the unit cards.  The thousand cards are four times the width of the unit cards.

Exercise 1

MATERIAL:

The large number cards, 1, 10, 100, 1000, as described in the previous paragraph.

PREREQUISITE:

The child needs to be able to identify any quantity up to 9999.

AGE:

4 to 5 years

EXERCISE:

First Period

 

The teacher will introduce the way we write the numbers "100," and "1000," along with "1," and "10," through a three period lesson similar to the lesson introducing the quantities "100," and "1000." The teacher takes the numeral cards for 1, 10, 100, and 1000 to a table. She places the numerals to her side. The teacher shows the unit card to the child. He can tell her that is "one." She removes it to her side and next shows him the "ten" card and lets him tell her what it is.

 

She removes it and then shows him the "100" card and tells him, "This is how we write one hundred."  She then places it to her side and shows the child the "1000" card and says, "This is how we write one thousand."

Second Period

Using all four cards, the teacher proceeds with the remainder of the three period lesson.  The teacher places the cards in random order in front of the child.  "Point to one hundred....Which one is one thousand? Show me ten....Point to one."  This period is repeated with the teacher occasionally changing the order of the figures.

When the child is not making any mistakes, the teacher proceeds to the third period.

Third Period

The number cards are placed at the side of the table, out of child's direct view.  The teacher places one of the number cards in front of the child and asks him to tell her the name.  "Which one is this?"  The child gives the name.  The teacher removes that number card to the side of the table and continues in the same manner with the other number cards.

SUMMARY:

At the end of the lesson the teacher removes all the cards to her side. She then summarizes as follows in one continuous motion.

 

She places out the "1000" and says, "Today you learned that this is how we write one thousand..."

 

(she then places the "100" on top of the "1000") "...one hundred..."

 

(she then places the "10" on top of the "100" in the tens place) "...ten..."

 

(she then places the "1" on top of the "10" in the units place) "...one."

 

Then, the teacher reads the number again pointing to the values.

 

"One thousand, one hundred, one ten, one."