Number Mountain
Compare the highest-value place first. If equal, move right until the digits differ. Leading zeros do not create a four-digit number.
Before you try
Before you play, make a prediction: Which is greater: 2,901 or 2,910? Explain what you expect and what part of the model will help you check it.
Try it out
Interactive activity
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What happened?
Move a control to see what changes and why.
The game practises one idea at a time with simple drawn pictures. Check the same idea with real objects and your NCERT textbook (Chapter 4: Thousands Around Us, pages 39–61).
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Try these ideas
- Pick all the cards in order, using place value to explain each choice.
- Try a new puzzle with ↻. Describe what changed and which mathematical rule stayed the same.
- Complete a round, then explain your method before you move to the next one.
Why it works
Compare the highest-value place first. If equal, move right until the digits differ. Leading zeros do not create a four-digit number.
3,805 is greater than 3,580 because its hundreds digit is larger. Pick all the cards in order, using place value to explain each choice.
Start with the highest place, not the ones digit.
This activity connects to Thousands Around Us, NCERT Class 4 maths, printed pages 39–61. Use the picture or objects to explain each step before relying on a calculation. The game practises one part of the chapter at a time; the other three activities extend the chapter’s ideas.
Worked example: Order 4,305, 4,053 and 4,350 from smallest to greatest. All have four thousands. Compare hundreds: 0 hundreds comes before 3 hundreds. Compare the remaining tens: 0 tens comes before 5 tens. The order is 4,053, 4,305, 4,350.
Check your understanding
Question 1 of 2
Which is greater: 2,901 or 2,910?
Which is the expanded form of 6,040?
Explain it in your own words
What changed? Why did it happen? Where might you notice this in everyday life?
For parents & teachers
- Try with everyday materials. Pick all the cards in order, using place value to explain each choice. Ask the child to make a new example using paper, counters, household objects or a labelled sketch.
- Listen to the explanation. Start with the highest place, not the ones digit. Ask “How could we check?” and encourage a second representation of the same idea.