Lesson: Converting Written Form to Expanded Form
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Lesson Objective
SWBAT convert written form into standard form to the hundred thousands place.
Lesson Plan
Materials Needed: scrap paper, white board, dry erase markers, pencils, IND Worksheet
Vocabulary: place value, ones, tens, hundreds, thousands, ten thousands, place, value
……….
Do Now (3 5 min): Teacher writes the following 4 numbers on the board and asks students to order the numbers first from greatest to least and then least to greatest. Students should write their answers on their own paper.
890,781
89,234
763,231
89,450
Opening (2 3 min): Teacher quickly reviews answers to the Do Now and then says, “Yesterday, we ordered and compared numbers to the hundred thousands place. Today we are going to practice reading numbers aloud and writing them in standard from. By the end of this lesson, you will be able to write a number when it is said aloud or written in word form.”
Direct Instruction (10 min): Teacher begins “Ok, so I bet you all know why I have been having you all read the numbers in class every lesson. Today we are going to be converting numbers from written from into standard from. Standard from refers to the way we normally see numbers written, just using numbers. Alright, it is your turn to quiz me. I need a volunteer to come up to the board and write a number with six digits, or to the hundred thousands place. Write it on this single white board so you classmates can see it.” [Teacher calls on student to come up and write a number] Once finished the teacher call on another student to read it. Then the teacher models how to write the number in standard from after hearing it aloud. The teacher should carefully explain the steps he/she used to determine each digit. For example, “Ok, I heard you say seven hundred nine thousand AND… the AND gives me a clue that the comma goes there and hearing the seven hundred nine thousand lets me know that the number is in the hundred thousands place, so my number must begin with 709,…etc” The teacher should continue this until he/she writes the entire number and it is checked by the students. Then continue with one more again demonstrating how to determine each digit.
The teacher writes 890,182 on the board and converts it to written form. Again, the teacher should pay close attention to thinking aloud. For example, “Ok, I see that there are six digits so I know the number goes to the hundred thousands place. I know that I say hundred after the first digit to signal it being the hundred thousands place, but I don’t say thousands until I get to the comma…etc, so my answer should look like eight hundred ninety thousand AND one hundred eighty two.”
Guided Practice (68 min): The teacher continues, “Ok, so now it is your turn! We are going to practice with writing two numbers from hearing them aloud and then writing two numbers in written form.” Note: If spelling is an issue for some students, be sure to have a chart that spells each number visible for students.
Example 2: 56,782 (read aloud to students)
Example 3: 438,209 (read aloud to students)
Example 4: 75,638 (shown to students to write in written form)
Example 5: 261,856 (shown to students to write in written form)
Teacher should also ask:
“Who can read this number for me? Make sure you pay attention to the comma!”
“Who can tell me where the hundred thousands place is?”
“Who can tell me the value of the digit in the hundred thousands place?”
“Who can tell me where the ten thousands place is?”
“Who can tell me the value of the digit in the ten thousands place?”
“Who can tell me where the thousands place is?”
“Who can tell me the value of the digit in the thousands place?”
“Who can tell me where the hundreds place is?”
“Who can tell me the value of the digit in the hundreds place?”
“Who can read this number for me? Make sure you pay attention to the comma!”
“Who can tell me where the tens place is?”
“Who can tell me the value of the digit in the tens place?”
“Who can tell me where the ones place is?”
“Who can tell me the value of the digit in the ones place?”
Independent Practice (10 min): The teacher passes out a worksheet to the students to complete on ordering numbers from least to greatest, and greatest to least.
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Vocabulary: place value, ones, tens, hundreds, thousands, ten thousands, place, value
……….
Do Now (3 5 min): Teacher writes the following 4 numbers on the board and asks students to order the numbers first from greatest to least and then least to greatest. Students should write their answers on their own paper.
890,781
89,234
763,231
89,450
Opening (2 3 min): Teacher quickly reviews answers to the Do Now and then says, “Yesterday, we ordered and compared numbers to the hundred thousands place. Today we are going to practice reading numbers aloud and writing them in standard from. By the end of this lesson, you will be able to write a number when it is said aloud or written in word form.”
Direct Instruction (10 min): Teacher begins “Ok, so I bet you all know why I have been having you all read the numbers in class every lesson. Today we are going to be converting numbers from written from into standard from. Standard from refers to the way we normally see numbers written, just using numbers. Alright, it is your turn to quiz me. I need a volunteer to come up to the board and write a number with six digits, or to the hundred thousands place. Write it on this single white board so you classmates can see it.” [Teacher calls on student to come up and write a number] Once finished the teacher call on another student to read it. Then the teacher models how to write the number in standard from after hearing it aloud. The teacher should carefully explain the steps he/she used to determine each digit. For example, “Ok, I heard you say seven hundred nine thousand AND… the AND gives me a clue that the comma goes there and hearing the seven hundred nine thousand lets me know that the number is in the hundred thousands place, so my number must begin with 709,…etc” The teacher should continue this until he/she writes the entire number and it is checked by the students. Then continue with one more again demonstrating how to determine each digit.
The teacher writes 890,182 on the board and converts it to written form. Again, the teacher should pay close attention to thinking aloud. For example, “Ok, I see that there are six digits so I know the number goes to the hundred thousands place. I know that I say hundred after the first digit to signal it being the hundred thousands place, but I don’t say thousands until I get to the comma…etc, so my answer should look like eight hundred ninety thousand AND one hundred eighty two.”
Guided Practice (68 min): The teacher continues, “Ok, so now it is your turn! We are going to practice with writing two numbers from hearing them aloud and then writing two numbers in written form.” Note: If spelling is an issue for some students, be sure to have a chart that spells each number visible for students.
Example 2: 56,782 (read aloud to students)
Example 3: 438,209 (read aloud to students)
Example 4: 75,638 (shown to students to write in written form)
Example 5: 261,856 (shown to students to write in written form)
Teacher should also ask:
“Who can read this number for me? Make sure you pay attention to the comma!”
“Who can tell me where the hundred thousands place is?”
“Who can tell me the value of the digit in the hundred thousands place?”
“Who can tell me where the ten thousands place is?”
“Who can tell me the value of the digit in the ten thousands place?”
“Who can tell me where the thousands place is?”
“Who can tell me the value of the digit in the thousands place?”
“Who can tell me where the hundreds place is?”
“Who can tell me the value of the digit in the hundreds place?”
“Who can read this number for me? Make sure you pay attention to the comma!”
“Who can tell me where the tens place is?”
“Who can tell me the value of the digit in the tens place?”
“Who can tell me where the ones place is?”
“Who can tell me the value of the digit in the ones place?”
Independent Practice (10 min): The teacher passes out a worksheet to the students to complete on ordering numbers from least to greatest, and greatest to least.
Closing (23 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
Lesson Resources
IND lesson 10 Numbers as Words Classwork 
556

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