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Write
Me Two (2) Ways
Designed by: Andress Carter-Sims
, Burton Pack Elementary
1)
Core Curriculum Objective(s):
Read and write whole numbers in expanded form,
standard form, and words (through billions). (5NR3-1
)
Grade
Level: Five
Subject:
Math
2)
Overview: This
lesson 5NR3-1 and lesson 5NR2-1 may be integrated
together or they may be taught one after the other.
This lesson will begin with guided instruction from
the teacher. Students will use large number cards to make numbers in
standard form, as classmates read and assist the
teacher with writing the numbers in word form on the
board. Next
the teacher will place students into small groups.
During the small group activities a student
will share a number of their choice as the small
groups write the number in standard and word form.
Finally, an independent assessment developed by
the teacher will be given.
3)
Focus Essential Question: How is a number written
in standard and word form? How do you read a number in standard form?
4)
Time Frame: Four forty-five minute class periods
5)
Resource Materials:
Dark
colored marker
15
pieces of 8x10 Construction Paper
Laminating
Machine
Dry
erase board, marker and eraser for each group
(optional)
Large
chart paper and pencil for each group
6)
Culminating Assessment:
During
the culminating assessment the students will complete
the “Write Me Two Ways” Assessment Sheet.
The sheet is to be completed independently and
scored using the scoring criteria. The point value is beside each number. That is the maximum amount of points they may receive for
each correct answer. With errors such as leaving out
commas or misspelling a word the teacher may decide if
they should receive one or two points.
Students should only receive full correct
(3points) if the answer is completely correct.
Write
Me Two Ways Assessment Sheet
Name:
_________________________________
Date:
__________________________________
Write
each number in word form.
1.)
987,021 ___________________________________________________
______________________________________________________(3pts)
2.)
123,876,234 ________________________________________
______________________________________________________(3pts)
3.)
45,012,741 ________________________________________
_____________________________________________________
_(3pts)
4.)
3,342 _____________________________________________________
_____________________________________________________
(3pts)
Use
the word form of the number and change it to standard
form.
5.)
five hundred eight-three
___________________________(3pts)
6.)
one hundred fifty-one thousand, eight hundred
fifteen
_____________________________________________________
(3pts)
7.)
two thousand eleven _________________
______________(3pts)
8.)
one billion, two hundred thirty-four million,
five hundred sixty-seven thousand, eight hundred
ninety ___________________
____________________________________________________
(3pts)
Choose
two numbers of your choice and write the number in
both standard and word form.
Label each number as standard or word form.
9.)
__________________________________________________________
__________________________________________________________
__________________________________________________________
______________________________________________________(3pts)
10.)
_________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________________________________________________(3pts)
Scoring
Criteria
| Score |
Criteria |
| 0-11
pt. |
Has
not mastered standard and word form additional
practice required |
| 12-21
pt. |
Has
average mastery of standard and word form
could benefit from additional practice |
| 22-30
pt. |
Has
above average mastery of standard and word
form |
7)
Instructional Activities:
Activity
One:
This
lesson is introduced after students have been exposed
to place value and periods. Prior to activity one the
teacher will need to prepare twelve number and three
comma cards. The
objective states to go to the billions period, as a
result some numbers on your number cards will be
repeated because you only use the digits 0-9.
Three comma cards are used because the billions
period must be addressed.
Number
cards and comma cards can be made by using 8x10 pieces
of light colored construction paper.
Using a dark marker twelve of the papers will
have a number from 0 to 9 on it. (Some numbers will be
repeated so that you will have twelve number cards.)
The other three will have commas on them. The numbers and commas should be written very large so that
when students stand in front of the class others will
be able to see the numbers.
The cards may be laminated for durability.
Six
students will be given a number and one student a
comma card. They
will be asked to go to the front of the class and make
a number. Commas
must be in the correct place.
The teacher will assist when necessary. After
students stand as they wish to create a number, they
must hold the card in front of their chest so that
other members of the class may see the numbers.
The students must stand close together while
they hold the numbers to make it easier for reading.
The
teacher will ask a student to read the number.
As the student reads the number the teacher
will point to each digit as the number is read.
The teacher should also point to the commas as
their name is said.
Once
the student has read the name the teacher will state
to the students that she is now going to write the
number on the board in word form.
The teacher will mention the importance of
hyphens and commas when writing a number in word form.
The teacher will also remind the students that the
standard form is just using the numbers that they see
on the number cards.
The
teacher will then have those same students to trade
places and create a number of their choice.
The comma will not move because there are only
six numbers used.
Now the teacher will ask another student to
read the number that has been created.
As the student reads the number, the teacher
will point to each number and comma as the names are
being read. Next
the teacher will ask another student to tell her what
to write as she places the word form on the board.
Where necessary the teacher will assist with
placing the word form on the board.
The
teacher will continue to have these students switch
and make another number several times. As they switch
a student will read the number and another will help
the teacher to write the word form on the board.
The
teacher should now collect the cards from those
students in the front of the class.
Activity
Two:
The
teacher will now place students in small groups of
three. Each
group will need a dry erase board, marker, and eraser
(optional). Each
group may use large chart paper and a pencil to do
activity two.
The
teacher will now choose a student to say a whole
number that has six digits.
The student should repeat the number three
times very slowly.
The groups should be instructed to write the
number that was said in standard form and then write
the same number in word form.
The small groups may discuss as they write the
number in standard and word form.
The small groups should also take turns
writing. The
groups may decide in which order they will go.
As the students come up with their answer the
teacher should monitor and assist.
After
each group has written their answers the teacher
should call on one person from a group to the board.
The person should write the number on the board
in standard and word form. Once the teacher agrees the
answer is correct the groups should check their work
and discuss any errors.
The
process of having a student to say a number with six
digits while the groups write the number in standard
and word form should occur several times. A student from any group should also come to the board to
write the number in standard and word form.
Once that is completed the teacher should again
check to see if the answer is correct.
The small groups should also repeat the process
of checking and discussing their answers.
Once
the teacher fills that six digits have been mastered
as best as possible the teacher should move on to
numbers with twelve digits.
Activity
Three:
A
student from a group should now be asked to share with
the class a twelve-digit number.
The student may write the number on the chart
paper or dry erase board before sharing it with the
class. The
same process should again follow.
The
student will need to say the number three times very
slowly as the small groups write the number in
standard form. After
each group has written the number in standard form
they should write the number in word form.
The small groups should be allowed to discuss
as they create the numbers in standard and word form.
After
each group is finished a student should be selected to
write the standard and word form on the board.
Small groups should correct and check their
work.
This
process should occur several times until the teacher
feels that the objective has been mastered as best as
possible.
Activity
Four:
Students
will be assessed independently using the “Write Me
Two Ways” assessment sheet and scoring criteria
provided.
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