CALEB BRITISH INTERNATIONAL SCHOOL ABIJO

GRA
E- E-mail: [email protected] , [email protected]
Website: www.cbis.ng
(Elementary Lesson Planner)

YEAR 4 NUMERACY E-NOTE (WEEK 1 – 5)

 NUMERACY

WEEK ONE: PLACE VALUE AND VALUE OF WHOLE NUMBERS

Place Value

Place value is the position of a digit within a number. These positions start from
the ones place (units place). Its order starting from the extreme right to the left
is ones/units (1s), tens (10s), hundreds (100s), thousands (1,000s), ten thousands
(10,000s), and so on.
For example, in the number 92,735 the place value of:

 5 is Ones

 3 is Tens
 7 is Hundreds

 2 is Thousands

 9 is Ten thousands.

The diagram below illustrates the above example in more detail.

Place Value of Numbers

The same digit can have different value in a number according to its position. For
instance, 4 in 524 represents the ones place, whereas, in 948, it represents the
tens place.

The chart below help us in finding and comparing the place value of the digits in
numbers till millions according to the international numeral system.

Place Value Chart

Examples:

1. Write the place value of 4 and 7 in 76,429.

Solution:
The place value of 4 is at the hundreds place. So its place value is 400.
The place value of 7 is at the ten thousands place. So its place value is
70,000.

2. Write the place value of 5 and 3 in 51,361,248.

 Solution:
The place value of 4 is at the ten millions place. So its place value is
50,000,000.
The place value of 3 is at the hundred thousands place. So its place value
is 300,000

3. Write the place value of the digits in the number below:

a. 347689
3 – Hundred Thousands
4 –Ten thousand
7 – Thousands
6 – Hundreds
8 – Tens
9 – Ones or Units

b. 527
Solution
5 – Hundreds
2 – Tens
7 – Units

c. 9824361
Solution
9 – Millions
8 – Hundred Thousands
2 – Ten Thousands
4 – Thousands
3 – Hundreds
6 – Tens
1 – Units

Evaluation: Write the place value of the digits in the numbers below;
a. 4576
b. 8254197
c. 257821
d. 43261
 e. 235

Assignment: Write the place value of the digits in the numbers below;

a. 3,478
b. 124
c. 79
d. 9,873,251
e. 62,538

WEEK 2: ROUNDING OFF NUMBERS

ROUNDING OFF NUMBERS.

ROUNDING OFF NUMBERS TO THE NEAREST 10.

Rounding off numbers means making a number simpler but keeping its value close to
what it was.

EXAMPLES:

Round off these numbers to the nearest 10

a. 18

b. 41

c. 64

d. 75

SOLUTION

a. 18
18 = {10 + 8}

The unit 8 is above 4, so 8 is rounded up to become 10.

10 + 10= 20

b. 41= {40+1}

40(to nearest 10)

c. 64= {60+4}

60(to nearest 10)

d. 75= {70+5}

80(to nearest 10)

Class work: round off the following numbers to the nearest 10

1. 62

2. 78

3. 25

4. 33

ROUNDING OFF NUMBERS TO THE NEAREST 100.

EXAMPLES:

Round off these numbers to the nearest 100

a. 286

b. 444

c. 360

d. 649

SOLUTION
a. 286

286 = {200 + 80 + 6}

The tens 80 is above 50, so 80 is rounded up to become 100.

200 + 100= 300

b. 444= {400 + 40 + 4}

400(to nearest 100)

c. 360= {300+60}

400(to nearest 100)

d. 649= {600 + 40+ 9}

600(to nearest 100)

Class work: round off the following numbers to the nearest 100

1. 152

2. 230

3. 491

4. 665

ROUNDING OFF NUMBERS TO THE NEAREST 1000 -100,000.

EXAMPLES:

Round off these numbers

a. 2868 to the nearest 1000

b. 44490 to the nearest 10,000

c. 365,380 to the nearest 100,000

d. 6590 to the nearest 1000

SOLUTION

a. 2868
2868 = {2000 + 800 + 60 + 8}

The Hundreds 800 is above 500, so 800 is rounded up to become 1000.

2000 + 1000= 3000

b. 44490= {40000 + 4000 + 400 + 90 + 0}

The Thousands 4000 is below 5000, so 4000 is rounded down to become 0.

40,000 + 0 = 40,000

c. 365,380= {300,000 + 60,000 + 5000 + 300 + 80 + 0}

The Ten thousands 60,000 is above 50,000, so 60,000 is rounded up to become

100,000

300,000 + 100,000 = 400,000

d. 6590= {6000 + 500 + 90+ 0}

The Hundreds 500 is equal to 500, so 500 is rounded up to become 1000

6000 + 1000 = 7,000

Class work: round off the following numbers.

1. 1,520 to the nearest thousand

2. 236, 567 to the nearest hundred thousand

3. 49,864 to the nearest ten thousand

4. 6,656 to the nearest thousand

APPROXIMATING DECIMAL FIGURES TO THE NEAREST WHOLE NUMBERS.

Rounding off decimal numbers means making the number simpler but keeping it's
value close to what it was.
 EXAMPLES.

1. Approximate these decimal figures to the nearest whole numbers.

(a) 42.16

(b) 29.62

(c) 800.50

SOLUTION

(a) 42.16

Consider the first decimal figure. From 5 to 9, add one to the whole number. Below
five (5), nothing is added to the whole number.

42.16 becomes 42

(b) 29.62 becomes 30

(c) 800.50 becomes 801

Class work: Approximate these decimal figures to the nearest whole numbers.

1. 49.34

2. 681.62

3. 100.49

4. 53.72

APPROXIMATING DECIMAL FIGURES TO DECIMAL PLACES.

EXAMPLES:

1. Approximate these decimal figures to 1 decimal place value.

(a) 14.762

(b) 3.046
(c) 12.039

(d) 19.951

SOLUTION

(a) 14.762

Consider the 2nd decimal digit. From 5 to 9 add 1 to the first decimal digit. Below
5, nothing is added to the first decimal digit.

14.762 becomes 14.8

(b) 3.046 becomes 3.0

(c) 12.039 becomes 12.0

(d) 19.951 becomes 20.0

2. Approximate these decimal figures to 2 decimal places.

(a) 8.0872

(b) 18.0099

(c) 15.9222

(d) 20.6961

SOLUTION

(a) 8.0872

Consider the 3rd decimal digit. From 5 to 9 add 1 to the second decimal digit.
Below 5, nothing is added to the second decimal digit.

8.0872 becomes 8.09

(b) 18.0099 becomes 18.01

(c) 15.9222 becomes 15.92

(d) 20.6961 becomes 20.70

Classwork: Express,

1. 25.6219 to 2 decimal places

2. 48.0361 to 1 decimal place

3. 68.85148 to 3 decimal places

Home work: progressive mathematics page 92.

APPROXIMATING WHOLE NUMBERS TO SIGNIFICANT FIGURES.

Approximating numbers to significant figures means making a number simpler but

keeping its value close to what it was.

EXAMPLES:

1. Approximate 924865 to 2 significant figures.

The highest digit is considered first. The other digits are replaced by 0

924865 becomes 920000.

2. Approximate 3366240 to 3 significant figures.

3366240 becomes 3370000

3. Approximate 540384 to 4 significant figures

540384 becomes 540400

APPROXIMATING DECIMAL FIGURES TO SIGNIFICANT FIGURES.

EXAMPLES:

1. Approximate 751.286 to 2 significant figures

(The digits of whole numbers are considered first.)

751.286 becomes 750

2. Approximate 612.689 to 3 significant figures

612.689 becomes 613

3. Correct 0.026897 to 2 significant figures

(The zeros beginning the decimal part are not considered)

0.026897 becomes 0.027

4. Correct 0.00025869 to 4 significant figures

0.00025869 becomes 0.0002587

Classwork: correct;

1. 0.000028451 to 2 significant figures

2. 3366240 to 3 significant figures

3. 28651 to 1 significant figure.

Home work: Worksheet on approximation to significant figures.

WEEK 3: ROMAN NUMERALS

ROMAN NUMERALS

The ancient Romans had a way of writing their numbers which are used on some clocks and
watches faces, numbering of book pages, dates on monuments and important buildings.

A. KEY ROMAN DIGITS

The key digits upon which other numbers were written are I, V, X, L, C, D, and M.

THE KEY DIGITS OF THEIR VALUES IN

ROMANS NUMBERS HINDU-ARABIC
NUMBERS
I 1
V 5
X 10
L 50
C 100
D 500
M 1,000

NOTE: the Roman system of numbering has no zero as a digit.

B. WRITING NUMBERS BY THE SUBTRACTION OF DIGITS

A smaller digit BEFORE a key digit denote subtraction, in order to form a new number.

Examples

1. IV = 4
That is: 1 from 5 = 4

2. IX = 9
That is: 1 from 10 = 9

3. XL = 40
That is: 10 from 50 = 40

4. CM = 900
That is: 100 from 1000 = 900
 C. WRITING NUMBERS BY THE ADDITION OF DIGITS

A smaller digit AFTER a key digit denote addition, in order to form a new number.

Examples

1. VI = 6
That is: 5 plus 1 = 6

2. XI = 11
That is: 10 plus 1 = 11

3. LX = 60
That is: 50 plus 10 = 60

4. MC = 1,100
That is: 1000 plus 100 = 1,100

D. REPETITION OF DIGITS
A Roman digit can be repeated three times ONLY.

Examples:
1. XXX = 30
That is: 10 plus 10 Plus 10 = 30

2. CCC = 300
That is: 100 plus 100 Plus 100 = 300

3. MMM = 3000
That is: 1000 plus 1000 Plus 1000 = 3000

E. WRITING IN ROMAN NUMERALS

EXAMPLES:
1. Write 346 as a Roman numeral.
Solution
 346 = 300 + 40 + 6
CCC + XL + VI = CCCXLVI

2. Express 1798 as a Roman number.

Solution
1798 = 1000 + 700 + 90 + 8
M + DCC + XC + VIII = MDCCXCVIII

F. WRITING IN HINDU – ARABIC NUMERALS.

EXAMPLES:
1. Write XCIX as a Hindu – Arabic numeral
SOLUTION
XCIX = XC + IX
90 + 9 = 99

2. Write CMLXVI as a Hindu – Arabic numeral.

CMLXVI = CM + LX + VI
900 + 60 + 6 = 966

3. Write MCMLXXXIV in number.

MCMLXXXIV = M + CM + LXXX + IV
1000 + 900 + 80 + 4 = 1984

EVALUATION: the teacher ask the pupils series of questions:

1. Express 615 in Roman numerals

2. Express DXIV in Arabic numerals.
3. Write 1772 in Roman numerals.
4. Change MCMLXXXVIII into Hindu – Arabic numerals.
5. Write in words the Roman figure number MCDLXIV

HOME WORK:

1. Express 1999 in Roman numerals

2. Express XXXIX in Arabic numerals.
3. Write 2824 in Roman numerals.
4. Change MCCXX into Hindu – Arabic numerals.
5. Write in words the Roman figure number MDCCCDLXIX
 Operations on Roman Numerals
The four basic operations on Roman numerals are addition; subtraction; multiplication and
division.

I. Addition of Roman Numerals:

1. Find the sum of LXXX and VI. Give the answer in Roman Numerals.

Solution:

LXXX = 50 + 10 + 10 + 10 = 80 and VI = 5 + 1 = 6

Now, LXXX + VI

= 80 + 6

= 86

We write 86 in Roman numerals as LXXXVI.

Therefore, LXXX + VI = LXXXVI

2. Add DCIX + MCII. Give the answer is Roman Numerals.

Solution:

DCIX = 500 + 100 + 10 - 1 = 609 and MCII = 1000 + 100 + 2 = 1102

Now, DCIX + MCII

= 609 + 1102

= 1711

We write 1711 in Roman numerals as MDCCXI.

Therefore, DCIX + MCII = MDCCXI

II. Subtraction of Roman Numerals:

3. Subtract LI from XCV. Write the answer in Roman numerals.

Solution:

LI = 50 + 1 = 51 and XCV = 100 - 10 + 5 = 95

Now, XCV – LI

= 95 – 51

= 44

We write 44 in Roman numerals as XLIV.

Therefore, XCV - LI = XLIV

4. Subtract LXIII from CLVII. Write the answer in Roman numerals.

Solution:

LXIII = 50 + 10 + 1 + 1 + 1 = 63 and CLVII = 100 + 50 + 5 + 1 + 1 = 157

Now, CLVII - LXIII

= 157 - 63

= 94

= XCIV

Therefore, CLVII - LXIII = XCIV

CLASSWORK:

1. Write in Roman numerals, the difference between XLVIII and XCIV

2. By how much is CMXI greater than CXCI? Write your answer as a Roman number.
3. Write in Roman numbers, the addition of CMLXXXVI and MDCCCLXIX
4. Add XL, XIII, XXX, and C. Give your answer in Arabic numerals.
5. What is X more than DCCC? Write your answer as a Roman number.

HOMEWORK:

Worksheet on addition and subtraction of Roman numerals.

III. Multiplication of Roman Numerals:
5. Find the product of the Roman numerals IX and XC.

Solution:

IX = 10 - 1 = 9 and XC = 100 - 10 = 90

Now, IX × XC

= 9 × 90

= 810

= DCCCX

Therefore, IX × XC = DCCCX

6. Find the product of the Roman numerals LIX and XIV.

Solution:

LIX = 50 + 10 - 1 = 59 and XIV = 10 + 5 - 1 = 14

Now, LIX × XIV

= 59 × 14

= 826

= DCCCXXVI

Therefore, LIX × XIV = DCCCXXVI

IV. Division of Roman Numerals:

7. Divide CXXV by XXV.

Solution:

CXXV = 100 + 10 + 10 + 5 = 125 and XXV = 10 + 10 + 5 = 25

Now, CXXV ÷ XXV

= 125 ÷ 25

=5

=V

Therefore, CXXV ÷ XXV = V

8. Find the quotient of MCXI and XI.

Solution:

MCXI = 1000 + 100 + 10 + 1 = 1111 and XI = 10 + 1 = 11

Now, MCXI ÷ XI

= 1111 ÷ 11

= 101

= CI

Therefore, MCXI ÷ XI = CI.

CLASSWORK: worksheet on multiplication and division of Roman numerals.

HOMEWORK: worksheet on multiplication and division of Roman numerals.

WEEK 4: ADDITION AND SUBTRACTION OF WHOLE NUMBERS

ADDITION OF WHOLE NUMBERS

EXAMPLE 1:

Add 221, 304, 132

Solution

H T U

2 2 1

＋3 0 4

1 3 2

6 5 7

EXAMPLE 2:

Add 3416, 2411, 2666

Solution

TH H T U

＋ 3 4 1 6

2 4 1 1

2 6 6 6

8 4 9 3
EXAMPLE 3: Add 6521, 3300, 2411

Solution

TH H T U

＋ 6 5 2 1

3 3 0 0

2 4 1 1

1 2 2 3 2

WORD PROBLEMS ON ADDITION OF WHOLE NUMBERS

Example 1: The rough estimation of cement needed to construct a house is as

follows;

For construction - 1150 bags of cement

For laying blocks - 850 bags of cement

For plastering walls - 98 bags of cement

What is the total number of cement bags required to construct the house?

Solution

Construction - 1150

Blocks - 850

Plastering - 98

2098
 SUBTRACTION OF 5-DIGIT NUMBERS

To subtract means to take-away, deduct, reduce or to minus. The smaller number is

always subtracted from the bigger number and not vice-versa.

Example 1: Subtract 421434 from 793567

Example 2:
 WORD PROBLEMS ON SUBTRACTION

To subtract means to find the difference, to take-away, deduct, reduce or to

minus. The smaller number is always subtracted from the bigger number and not
vice-versa.

Example 1:

Miss Yesli earns N500 a month and Mr. Mofe earns N1000 a month. Find the
difference in their salaries.

Mr. Mofe earns N1000

Miss Yesli earns N500

1000

- 500

500

The difference in their salaries is N500

Example 2:

There are 67 bird families living near the mountain. If 32 bird families flew away
for winter, how many bird families were left near the mountain?

Solution

67 – 32 = 35

35 bird families were left near the mountain

Example 3:

Mr. Morris bought a cow for N 2,500 and sold it for N4,000. Find the profit he
made.

Solution

Profit = 4000 – 2,500

Profit = N1,500
Class work:

1. There are 3000 pupils in a mixed school. If 2000 of the pupils are girls.
How many boys are there in the school.
2. Makurdi has a population of 9000 and Ilorin has a population of 5000.
What is the difference in their population?

3. A family spent ＄3500 monthly on grocery, ＄1200 for milk, ＄4800 on

rent and electricity and ＄950 on other expenses. Find the total
expenditure of the family in the month.

4. In an exhibition, the amount collected from the sale of electronics,

textile and household items are ＄1,700, ＄18,585, ＄9,200, ＄22,000
respectively. What is the total amount collected in the exhibition?

Home work:

1. In a factory, there are 33469 sacks of sugar and 8166 sacks of wheat.
How many sacks are there altogether?

2. A movie rental shop has 4327 old DVDs and 6942 new DVDs. What is the
total number of DVDs in the shop?

WEEK 5: MULTIPLICATION AND DIVISION OF WHOLE

NUMBERS

Multiplication of numbers

Multiplication of 2-digit number by 1-digit number without carrying.

To multiply a 2-digit number by a 1-digit number, follow these steps:

Examples:

a. 34 x 2

Solution

Step 1: multiply the unit first by 2

Step 2: multiply the tens number by 2

3 4

X 2

6 8

4x2=8

3 x 2 =6

Example 2: 23 x 2

2 3

X 2

4 6

Example 3:

3 1

X 3

9 3

Example 4:

6 1

X 3

1 8 3
B. Multiplication of 2-digit numbers by a 1-digit number with carrying

To multiply a 2-digit number by a one-digit number, follow these steps:

Examples: 32 x 8

Solution

Step 1: multiply the unit number by 8 first.

3 2 2 x 8 = 16…… write down the 6 units and carry the I ten

to the top of the ten column.

X 8

25 6

Step 2: multiply the tens by 8. 3 x 8 = 24. Add the 1 ten to 24 i.e. 24 + 1

= 25. Then write down the 25.

C. Multiplication of 3-digit numbers by a 1-digit number without carrying

To multiply a 3-digit number by a one-digit number, follow these steps:

Step 1: multiply the unit number by 8 first.

1 3 4 2 x 4 = 8…… write down the 6 units and carry the I ten to the
top of the ten column.

X 2

2 6 8

Step 2: multiply the tens by 2. 3 x 2 = 6.

Step 3: multiply the hundreds by 2. 1 x 2 = 2

Classwork: multiply the following:

 1. 23 x 2
2. 11 x 5
3. 83 x 2
4. 24 x 3
5. 62 x 9

MULTIPLYING NUMBERS ENDING IN ZEROS

Numbers ending with in zero can be multiplied together by following the steps
below.

Step 1: first multiply the non-zero numbers together.

Step 2: then count how many zeros are in the multiplication of the numbers and
add it to the non-zero numbers.

Example 1:

800 x 200

Solution

800 x 200

Step 1: 8 x 2 = 16

Step 2: there are 4 zeros, therefore we have 160000

800 x 200 = 160,000

Example 2:

60 x 70

6 x 7 = 42

There are 2 zeros, therefore we have 4200

60 x 70 = 4200

Classwork: multiply the following:

 a. 2 x 70
b. 30 x 60
c. 500 x 90
d. 700 x 40

DIVISION OF NUMBERS

Division is sharing of things equally or grouping into sets of the same size. Sharing
is another word for dividing in mathematics. The sign is ÷

Examples:

a. Share 6 reels of thread equally among two girls

6÷ 2=3

b. Divide 12 rolls of toilet paper between Toby and Musa

12 ÷ 2 = 6

c. Share 16 balls into groups of 4

16 ÷ 4 = 4

d. Share 18 candles into groups of 2.

18 ÷ 2 = 9

Class work: answer the following questions:

Iconic mathematics, page 100, Exercise 1, question b to j

Home work: Iconic mathematics, page 100, Exercise 2, question a to j

LONG DIVISION
DIVISION WITHOUT REMAINDER

Division is the reverse of multiplication.

The number we divide is called dividend. The number that divides another number
is called divisor, the answer we get is called quotient.
Classwork: use long division to find answers to the following questions.

a. 45 ÷ 3 =?
b. 88 ÷ 2 =?
c. 72 ÷ 6 =?
d. 32 ÷ 2 =?

Home work: use long division to find answers to the following questions.
a. 78 ÷ 3 =?
b. 85 ÷ 5 =?
c. 124 ÷ 4 =?
d. 108 ÷ 4 =?
e. 58 ÷ 2 =?

LONG DIVISION
DIVISION WITH REMAINDER
Classwork: find the quotient and remainder of the following:

a. 39 ÷ 4
b. 191 ÷ 7
c. 20 ÷ 9

Home work:

1. Divide the following using the long division method:

a. 40 ÷ 10
b. 33 ÷ 3
c. 25 ÷ 5
d. 36 ÷ 6
e. 12 ÷ 2
2. Find the quotient and the remainder of the following:
a. 39 ÷ 4
b. 33 ÷ 5
c. 20 ÷ 9
d. 15 ÷ 2
e. 35 ÷ 6