# Lesson Planning of Numbers up to Billion

Lesson Planning of Numbers up to Billion

Subject Mathematics

Students` Learning Outcomes

• Read and write numbers up to 1,000,000,000 (one billion) in numerals and in words.

Information for Teachers

• Comma is placed first three than after every two digits from right to left in local notation of the number i.e. 20, 03, 423.
• Comma is placed after every 3 digits from right for international notation of the number i.e. 1,764,345,000. In this lesson only international notation is to be used.

• While teaching the lesson, the teacher should also consult with textbook at all steps when applicable.

Material / Resources

Writing board, chalk / marker, duster, number cards, place value cards, chart paper

Introduction

• Divide class into two groups A and B then Draw place value of number chart up to million on the board.
• Ask students from one group to suggest some digits to fill the chart.
• The other group will read the number
• Repeat 5 times for each group
• Ask students if we multiply a million with 1000 can they guess; what would be the number of digits in the product?
• Do they know how to read that number?
• Tell them that today we will explore place values to make a number greater than million.

Development

Activity 1

• Make a place value chart on the board up to million.
• Tell students about speed of light, it is; 300,000,000 m/sec.

• Do we have enough space to show speed of light on the place value chart? (Expected answer; No)
• Do we need more place on the chart? Expected answer; Yes)
• Guess the distance light will cover in 1 hour.
• Some students may be able to tell the multiplication, tell the whole class that it is; (300,000,000 x 60 x 60)

• Can we show the answer on the given place value chart? (Expected answer; No)
• Do we need more space on the chart? (Expected answer; Yes)
• Now Point out the place value of number chart on the board. Discuss with the students about the ascending order of the place value chart with following questions:

1. When there are 10 ones which place we move to? (Expected answer; Tens)
2. When we have 10 tens which place we move to? (Expected answer; Hundreds)
3. When we have 10 hundreds which place we move to? (Expected answer; Thousands)
4. When we have 10 thousands which place we move to? (Expected answer; Ten Thousands)
5. When we have 10 thousands which place we move to? (Expected answer; Hundred Thousands)
6. When we have 10 hundred thousand which place we move to? (Expected answer; one million)
• Ask students do they notice anything special in all pace values?
• They are increasing with the multiple of “10”
• So we can add as many places in the place value chart as many we want; rule will remain same: “Next place with the multiple of 10”
• Now point to the place value table and ask students to tell;
• What will the next place value? (Expected answer; Ten million)
• Add another column to the left with ten million heading in the place value table.
• Ask them to suggest next place value that is hundred million.
• Next place value would be 1000 million
• Stop here and tell them that 1000 million is known as 1 Billion.
• Explain that just like we`ve seen before, as we move to the left, each place value is multiplied by 10.
• Write few numbers in billion and tell them about comma placement, after every 3 digits from right, which makes easier to read the number.
• Ask students too think some examples of usage of Billion in daily life, help them with the following examples;
• Number of leaves on a tree
• Population of Asia
• The Annual Budget of Pakistan

Activity 2

• Write five numbers up to billion on the board and call a pair of students to the board.
• Ask one student to write in words what he / she reads
• Correct them if they make mistake
• Repeat this activity for other numbers written on board.
• Ask every student to write a number up to 10 –digit, in both numbers and words.

• Allocate time.
• Split class into groups of 6 or 7 members
• Each group will match the numbers and decide the largest number in the group
• Call one student from each group to write the largest number of their group on the board.
• Rest of the class will read that number loudly.
• Students will remain in the same groups and assign a few questions from the textbook exercise.

Sum up / Conclusion

• Write 2 or 3 10-digit numbers and read with the help of students.

• The place value increases with the multiplication of 10.
• Values are grouped n three, (1000 ones = 1000, 1000 thousands = 1 million, 1000 million = 1 Billion)

Assessment

• Make two columns on the board, one for writing numbers in numerals and other for writing same number in words. Write few numbers in numerals and fe in words. Call volunteer students to fill the columns for both. Like following:

• Write five examples from daily life where you see numbers in billion or greater that billion are used.

• Think of numbers greater than billion and find what do we call 1000 billion?