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

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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? Introductory Activities

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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. Introductory Activities

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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. Introductory Activities

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

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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. Student Activity A1.2:

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

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

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

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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. Student Activity A1.6:

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“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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SCO A4: Students will be expected to demonstrate an understanding of the relationship between fractions and division.

SCO A4: Students will be expected to demonstrate an understanding of the relationship between fractions and division.

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