| Activity Outcome | Reading, writing, saying and understanding large whole numbers to 10 000's. (Tables) |
| MTS Set | MTS6
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| NATIONAL Curriculum | The Number System |
| Topics | Understand Whole Numbers
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| Keywords | Large Numbers, Integers |
| Grouping | Whole class and independent. |
| Resources | Internet as below. |
| Lesson Notes |
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Discuss the concept of randomly sorted data as in the case of the able on Activity 001. Ask: What does the term randomly sorted mean? What are the 4 deepest trenches in the ocean?
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Ask: How can the data be sorted and placed in a table to make it easier to answer the question about the 4 deepest trenches?
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Ask: Is information like the depths of oceans and heights of mountains better sorted in numerical or alphabetical order?
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Ask: Is the data about ocean depths better sorted in ascending or descending order?
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Discuss drawing tables. Ask: How many columns? How many rows? Headers in caps and bolded…
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Direct students to create the table they feel best represents the data about ocean trenches.
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Students use the data from their newly created table to answer questions 3-6.
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Students share ideas about tables they have drawn and answers provided to each question.
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Extend: Graph the data from one table.
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Extend: The Marianus Trench is also recorded as 37 800 feet deep. Ask: How can the same trench be 2 different depths? Discuss differences between units of measure. Students describe/demonstrate differences between feet and metres, centimeters and inches... |
| Reflections | Ask: Can you think of other examples of data about our planet that could be sorted in table format? (mountain heights, land area, populations, river lengths…) |
| Internet Links | |
| Answers | (1) Alphabetical order for oceans and then alphabetical order for trenches. (2) Answers will vary (4) 5 (5) Karmadec Trench (6) Cayman, Java, Aleutian (7) Java |
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