MENUMENU
    • Home
    • About Us
    • PRE-KINDERGARTEN
    • KINDERGARTEN 1
    • KINDERGARTEN 2
    • Grade 1
    • GRADE 2
    • GRADE 3
    • GRADE 4
    • GRADE 5
    • GRADE 6
Have any question?
(1) 876 925 9251
dcaclassportal@gmail.com
My Profile
  • Sign In
  • Sign Out
  • Sign up Now
    • Not a member? Sign up now
Online Classroom PortalOnline Classroom Portal
    MENUMENU
    • Home
    • About Us
    • PRE-KINDERGARTEN
    • KINDERGARTEN 1
    • KINDERGARTEN 2
    • Grade 1
    • GRADE 2
    • GRADE 3
    • GRADE 4
    • GRADE 5
    • GRADE 6

Number – Sequencing and Ordering four digit numbers

  • Home
  • Number – Sequencing and Ordering four digit numbers

Number – Sequencing and Ordering four digit numbers

  • Date October 27, 2021
Grade 3 Math Skills Number – Sequencing and Ordering four digit numbers
Topic: Sequencing and ordering of numbers




Sequencing 




A number sequence is a list of numbers that are linked by a rule.

If you work out the rule, you can work out the next numbers in the sequence.




Number sequence is a progression or an ordered list of numbers governed by a pattern or rule.

Numbers in a sequence are called terms.

A sequence that continues indefinitely without terminating is referred to as infinite sequence,

whereas a sequence with an end is known as finite sequence.








Below are different types of number sequences







Ordering Numbers




Ordering numbers mean arrangement of numbers either from small to big

 or from big to small.




When we arrange the numbers in an increasing order, it is known as

 Ascending Order ,

and when the words are arranged in a decreasing order, and then they are known as

Descending Order.




Using the comparison techniques learnt in the previous lessons is the key step to 

knowing how to order numbers.







Ascending Order (small to big)




Take the following numbers for example:

4567, 1398,1278,1238




Let's first look at the thousands place for each number listed.

4567

1398

1278

1238




By comparison of the thousands place we know that one(1) is the smallest number but three of

 those numbers begin with one. So the next step is to look at the hundreds place:

1398, 1278, 1238



By comparison we can see that two(2) is the smaller number but again two numbers have

 two(2) in the hundreds place. Therefore the next step to finding the smallest number is to

 compare the tens place.

1278, 1238



Looking at both numbers we can clearly see that three(3) is smaller than seven(7) so we can say 

that 1238 is the smaller number between the two.



Now we can put the numbers in Ascending order(smallest to largest). The list of numbers were

4567, 1398, 1278,1238  and following the steps we just did we know that the order they should

 be sorted in is 



1238

1278

1398

4567







Descending Order (Big to Small)



Take the following numbers for example:

4567, 1398,1278,1238




Let's first look at the thousands place for each number listed.

4567

1398

1278

1238




By comparison of the thousands place we know that four(4) is the largest number, therefore 

it would the first number listed.





Let's now look at the other three numbers 1398,1278,1238. We can clearly see that all three
 numbers begin with one (1) hence the next step is to look at the hundreds place.

1398

1278

1238 



Three(3) is the smaller number so we know that the next number in the order sequence
 is 1398.



Let's look at the remaining two numbers 1278, 1238 they both have one(1) in the thousands 
place and two(2) in the hundred place. So we have to look at the tens place:

1278

1238



The larger of the two numbers is seven(7) so we know that the next number in the sequence
 is 1278.

 Which means the last number in the sequence should be 1238.



The original list is 4567 1398 1278  1238   and the list sorted in descending order

 is 4567, 1398, 1278 and 1238.



Previous Lesson
Back to Course
Next Lesson
Course Home
TERM 1 The Standards for Mathematics are statements about what students should know and be able to do in order to meet the requirements of The National Standards Curriculum. These standards are structured according to the content and process strands identified in the Curriculum. For each content and process strand, a standard has been developed which is aligned with the Curriculum Attainment Targets. The Curriculum has outlined the expectations for progress through each grade level. It, therefore, serves as a guide for monitoring the progress of each student based on the standards for each grade as students will be performing at varying levels throughout the year, and will be working at a different pace. In light of this, these Standards therefore, provide support for the development of assessment programmes to assess students’ achievement in relation to the targets set by the Curriculum. Each content strand (number, measurement, algebra, geometry, statistics and probability) has a related standard outlining what students should know and be able to do in order to meet the requirements of the Curriculum. Aligned to each standard is the Curriculum Attainment Targets which specifically breaks down the content strand to several measurable goals aimed at achieving the standard.
Number – Representing and Comparing four digit numbers
Number – Sequencing and Ordering four digit numbers
Number- Ordinal numbers (Up to the thirtieth)
Number- Addition and Subtraction of four (4) digit numbers
Number- Rounding numbers ( 2, 3 and 4 digit numbers)
Number- Using rounding numbers to find the sum and differences of numbers
Number- Using inverse operations to check answers
Number- What are factors and products?
Number- Numerators and Denominators
Number- Identifying Fractions(Proper, Improper, Mixed Fractions)
Number- Improper and Mixed Fractions
Number- Equivalent fractions
Number- Ordering Fractions
Measurement- Centimetres, Metres and Kilometres
Measurement- Days, Months, Years
Measurement- Perimetre
Geometry- Shapes
Geometry- Right Angles
Algebra- Addition and Subtraction
Practice Quiz 7
Measurement Topic Quizzes
Measurement Topic Quizzes
Fractions Topic Quizzes
TERM 2 The Standards for Mathematics are statements about what students should know and be able to do in order to meet the requirements of The National Standards Curriculum. These standards are structured according to the content and process strands identified in the Curriculum. For each content and process strand, a standard has been developed which is aligned with the Curriculum Attainment Targets. The Curriculum has outlined the expectations for progress through each grade level. It, therefore, serves as a guide for monitoring the progress of each student based on the standards for each grade as students will be performing at varying levels throughout the year, and will be working at a different pace. In light of this, these Standards therefore, provide support for the development of assessment programmes to assess students’ achievement in relation to the targets set by the Curriculum. Each content strand (number, measurement, algebra, geometry, statistics and probability) has a related standard outlining what students should know and be able to do in order to meet the requirements of the Curriculum. Aligned to each standard is the Curriculum Attainment Targets which specifically breaks down the content strand to several measurable goals aimed at achieving the standard.
Numbers- Introduction to Multiplication and Division
Numbers- Multiplication of two(2) and three(3) digit numbers
Numbers- Division of multiple numbers
Measurement- Grams and Kilograms
Measurement- Area
Measurement- Polygons
Algebra- Number patterns
TERM 3 The Standards for Mathematics are statements about what students should know and be able to do in order to meet the requirements of The National Standards Curriculum. These standards are structured according to the content and process strands identified in the Curriculum. For each content and process strand, a standard has been developed which is aligned with the Curriculum Attainment Targets. The Curriculum has outlined the expectations for progress through each grade level. It, therefore, serves as a guide for monitoring the progress of each student based on the standards for each grade as students will be performing at varying levels throughout the year, and will be working at a different pace. In light of this, these Standards therefore, provide support for the development of assessment programmes to assess students’ achievement in relation to the targets set by the Curriculum. Each content strand (number, measurement, algebra, geometry, statistics and probability) has a related standard outlining what students should know and be able to do in order to meet the requirements of the Curriculum. Aligned to each standard is the Curriculum Attainment Targets which specifically breaks down the content strand to several measurable goals aimed at achieving the standard.
Number- Jamaican Currency
Number- Addition and Subtraction of fractions with the same denominator
Number- Multiplication and Division
Number- Arrays (Multiplication, Division and Factors)
Number- Number Patterns
Number- Story Problems
Return to Grade 3 Math Skills
  • Home

(1) 876 925 9251

dcaclassportal@gmail.com

15 Dunrobin Avenue, Kingston 10

2021 © Online Classroom Portal. All rights reserved