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SCO A4: Students will be expected to represent whole numbers to the millions.

SCO A4: Students will be expected to represent whole numbers to the millions. Introductory Activities. Investigate the following problems: How many $100 bills would it take to make $1 million? How long would a line of one million centicubes be?

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SCO A4: Students will be expected to represent whole numbers to the millions.

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  1. SCO A4: Students will be expected to represent whole numbers to the millions.

  2. Introductory Activities • Investigate the following problems: • How many $100 bills would it take to make $1 million? • How long would a line of one million centicubes be? • How many garbage bags would be needed to hold one million 2-litre pop bottles?

  3. Introductory Activities • Look at the large cube in the base-10 blocks. How many cubic centimetres does this show? • Now place 10 of these large cubes in a row to make a large base-10 ‘rod’. How many cubic centimetres are in this large ‘rod’? • This ‘rod’ represents 10 thousand while the regular rod represents just 10 (10 ones). • If we had enough large cubes to make ten rows of 10 thousand, what would we have? • See next slide.

  4. Introductory Activities • Do you see the connection between this large ‘flat’ that represents 100 thousand and the regular flat that represents 100? • If we were to stack ten of these large ‘flats’, what would we have? • Do you see the connection between this cube representing 1 million cubic centimetres and and representing 1 cubic metre? • Use metre sticks to make a cubic metre and then place the large base-10 cube and the rod made up of ten large cubes inside to help you visualize 1 million cubes.

  5. Student Activity A1.1: • Predict whether the classroom will hold a million cereal boxes. Make measurements to check your predictions.

  6. Student Activity A1.2: • Explain how you know that 1 345 121 is greater than 1000 thousands. • What might this number might be used to represent? How might a number such as this be written in the newspaper.

  7. Student Activity A1.3: • Have you lived 1 000 000 hours yet? Explain the reasons for your answer.

  8. Student Activity A1.4: • How does a million compare to a thousand? • How does a million compare to ten thousand?

  9. Student Activity A1.5: • How do you know that 2 345 121 is greater than 2 000 thousands? Where might this number be used?

  10. Student Activity A1.6: • Use newspapers and/or catalogues to find items you might buy that would total $1 million. You can purchase no more than 5 of any one item.

  11. “Wow, I just learned the most exciting things about a million. I can hardly wait to tell all of my friends!”

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