Author:
DAWNE COKER
Subject:
Mathematics
Material Type:
Activity/Lab, Game, Lesson, Lesson Plan
Level:
Lower Primary
Tags:
  • Base Ten
  • Board Game
  • Build
  • Center
  • Cl4Lesson
  • Cluster 4
  • Compare
  • Game
  • Gameboard
  • Hundreds
  • Numbers
  • Ones
  • Place Value
  • Represent
  • Station
  • Tens
  • Unit 4
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs

    Education Standards

    T4T Multiple Ways to Represent Numbers

    T4T Multiple Ways to Represent Numbers

    Overview

    This resource is from Tools4NCTeachers.

    Students will play a game to practice reading and writing numbers within 1000 in different forms. They will use standard form, base-ten numerals (blocks), word form, and expanded form. A printable gameboard and game cards are provided.

    Click to download the entire, fully-formatted lesson and support materials.

    Multiple Ways to Represent Numbers

     

    Students will play a game to practice reading and writing numbers within 1000 in different forms. They will use standard form, base-ten numerals (blocks), word form, and expanded form.

     

    NC Mathematics Standard(s):

     Number and Operations in Base Ten

     Numbers Base Ten

    NC.2.NBT.3 Read and write numbers, within 1000, using base-ten numerals, number names, and expanded form.

     

    Standards for Mathematical Practice:

          2. Reason abstractly and quantitatively

    4. Model with mathematics

    5. Use appropriate tools strategically

    6. Attend to precision

    7. Look for and make use of structure.

     

    Student Outcomes:

    • I can read and write numbers up to 1000, using base-ten, number form, and expanded form.
    • I can check my partner’s work.

     

    Math Language:

    What words or phrases do I expect students to talk about during this lesson?

    base ten, standard form, number names or word form, expanded form

     

    Materials:

    • A set of game cards, a number cube (die), a game board, and 2 game pieces for each pair of students
    • Base ten blocks
    • Paper and pencil or a whiteboard and dry erase marker for each student
    • An anchor chart or list of numbers in word form to be used to aid students in spelling
    • Optional anchor chart showing the number forms like the sample shown. 

     

    Advance Preparation:

    • Students should have had prior experiences with standard form, expanded form, word form, and base ten blocks.

     

    Launch:

    Numbers to 1000 (5 minutes)

    1. Write 863 on the board for students to see. Ask them to read the number out loud. Ask if they know what form that number is written in. (standard form) If the students aren’t able to give this answer, then review this term and give several more examples.  Ask why they think it is called “standard” form?   (It is the normal or usual way of writing a number)
    2. Review expanded form, how to draw base ten blocks, and how to write numbers in word form. Draw students’ attention to the anchor chart with numbers in word form. Remind them to use it to help them spell when writing numbers in written form.
    3. Introduce the game and how to play. Each player will place a game piece on start. Players should roll to see who goes first. Player 2 will pick up the first card, holding it so that player 1 cannot see the answer, and read the directions on the card.   The first player will then write the answer on their whiteboard or paper. Then they should explain their answer to their partner, who tells them if they are correct or not.  If the partner agrees that you answered the task correctly, roll one number cube and then move that number of spaces. If the answer is incorrect, you do not move your playing piece. It is then the other player’s turn. The winner is the first player to reach the finish line. You do not need to have an exact roll to get to finish. 

    ** Teacher note – If students go through the deck of cards before reaching finish, they should shuffle them and reuse those cards to continue the game. 

    Explore:

     (20 minutes)

                Students will work with a partner to play the game. The teacher should rotate around the room and observe students.

     

    Observation

    Next Steps

    • Students are not paying attention when it is their partner’s turn.
    • Remind the student that they need to make sure that their partner is able to correctly represent numbers. They should be agreeing on their partner’s work before the partner rolls and moves.
    • Student isn’t able to work with expanded form
    • Provide base-ten blocks for the students to make the number with. Then help them see how to write the number in expanded form. You could also use a set of arrow cards, which are found in cluster 4. 
    • Student isn’t spelling the word form correctly
    • Remind the student to use the anchor chart to help them spell the words.

     

    Questions to ask:

    • How do you know what number this represents?
    • How are the numbers represented in different forms?
    • Are you having difficulty with any of the number forms?
    • Why did you represent ______ this way?
    • What does this digit represent in your number?

     

    Discuss:

    1. Reflection(5 minutes)

                Have students clean up their game and come back to the group. Ask students to share how their game

                went.

    • What were you able to do well?
    • What did you find hard at first?
    • Ask students when you might see numbers written in word form? Expanded form? Standard form?

    (word form – articles, books; expanded form – check; standard form – everywhere)

    • How can understanding expanded form help us to understand 2 and 3-digit numbers?
    • Did you find that the task got easier as you played the game? 

     

    Evaluation of Student Understanding

    Informal Evaluation: Observe partners as they work. Are they having difficulty with anything?

     

    Formal Evaluation/Exit Ticket:

    Give students a 3-digit number orally. Have them write the number in standard form. Then have them write it in expanded form and word form, and then draw it with base ten blocks.

     

    Meeting the Needs of the Range of Learners

    H  T  O

    Intervention: If students are having trouble, try making a hundreds, tens, and ones (HTO) chart. Show students how to separate the digits of a 3-digit number in the chart. Help them to see how this chart shows them how many hundreds flats, ten rods, and ones cubes that they need. Then help them to use those base ten blocks to write it in expanded form.

     

     

    Extension: Add the Monkeying Around With Numbers game to math stations or centers.

     

     

    Possible Misconceptions/Suggestions:

    Possible Misconceptions

    Suggestions

    Student has difficulty remembering the difference between standard and expanded form

    Provide the student with a written definition and example of each term or refer them to the anchor chart that you created.

    Student is having difficulty drawing the base ten blocks or writing the number in expanded form

    Provide base ten blocks for the student to use. It may also help to have a workmat that has spaces for hundreds, tens and ones.

     

    Possible Solutions:

    standard form - 468

    expanded form - 400 + 60 + 8

    word form - four hundred sixty-eight

     

    base ten blocks -

     

     

     

     

     

     

     

     

    Write the number in standard form.

    700+8+40

     

     

    Write six hundred

    eighty-nine in

    expanded form.

     

     

    Write 906 in word form.

     

    Draw base ten blocks

     to show 950.

     

    Write the number 475 in expanded form.

     

    Write three hundred sixty-two in standard form.

     

    Show 400+30+2 using base ten blocks.

     

    Write 870 in expanded form.

     

    Write 803 in word form.

     

    Write 746 in expanded form.

     

     

     

    Write 5+20+600 in

    standard form.

     

    Write the number that is

    5 hundreds + 3 tens + 1 one.

     

    Write 376 in word form.

     

    Write 189 in

    expanded form.

     

    Write the number in standard form

    400 + 30 + 2

     

    Draw base ten blocks to show the number 518.

     

    Draw base ten blocks to show seven hundred forty-two.

     

    Write the number two hundred eighty-one in expanded form.

     

    Show the number 365 in

    2 different ways.

     

    Pick your own number and show it in 2 different ways.

     

     

    Write the number in

     

    Write six hundred

    standard form.

    eighty-nine in

    700+8+40

    expanded form.

    748

    600+80+9

     

    Write the number words for 906.

    Nine hundred six

     

    Draw base ten blocks to show 950.

     

    Write the number 475 in expanded form.

    400+70+5

     

    Write three hundred sixty- two in standard form.

    362

     

    Show 400+30+2 using base ten blocks.

     

    Write 870 in expanded form.

    800+70+0

     

    Write the number words for 803.

    Eight hundred three

     

    Write 746 in expanded form.

    700+40+6

     

     

    Write 5+20+600 in standard form.

    625

    Write the number that is 5 hundreds + 3 tens + 1 one in standard form.

    531

     

    Write the number words for 376.

    Three hundred seventy-six

     

    Write 189 in expanded form.

    100+80+9

    Write the number in standard form 400 + 30 + 2

    432

    Draw base ten blocks to show the number 518.

    Draw base ten blocks for seven hundred forty-two.

    Write the number two hundred eighty-one in expanded form.

    200+80+1

     

    Show the number 365 in 2 different ways.

    300+60+5

    Three hundred sixty five

     

     

    Pick your own number and show it in 2 different ways.