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Writing Numbers Two Ways. 3 rd Grade FCIM – November Bryant, Gustason , McAbee , Walden MA.3.A.6.1- represent, compute, estimate, and solve problems using numbers through hundred thousands. Day 1: How can I name a number in two different word forms?. www.pearsonsuccessnet.com
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Writing Numbers Two Ways 3rd Grade FCIM – November Bryant, Gustason, McAbee, Walden MA.3.A.6.1- represent, compute, estimate, and solve problems using numbers through hundred thousands
Day 1: How can I name a number in two different word forms? • www.pearsonsuccessnet.com • Go to Naming Numbers in Two Ways animation. • Discuss animation and how you think about numbers. • Clear up any misconceptions.
Day Two: We do – Work with a Partner • FCIM: Place value - Naming numbersUse the Re-teach, Set B, for the WE DO: • Quickly demonstrate naming numbers: 1,200 would be one thousand, two hundred OR twelve hundreds. • Focus students on the fact that 10 hundreds equals 1,000“ • Students name each number in two ways working with a partner and sharing. 1. 1,700 2. 5,600 3. 4,800 4. 9,100 5. 5,252Chart students answers.
Day Three: You do – Work by yourself to solve problems. • Review the we do lesson from the previous day. Remind students that 10 hundreds equals 1,000 just like just like 10 tens equals 100, and 10 ones equals 10. • Focus students on charts made from previous days work. • Students name each number in two ways working independently. • 1. 1,5002. 4,7003. 3,2004. 9,6005. 2,121
Day Four: Review • Review the we do lesson from the previous day. • Remind students that 10 hundreds equals 1,000 just like 10 tens equals 100, and 10 ones equals 10. Students name each number in two ways working independently. • 1. 1, 7002. 6,2003. 3,3004. 9,8005. 2,900 • Add word problem: Road workers needed to know the length of a bridge in feet. The first worker measured the bridge and wrote down the length as three thousand, five hundred feet. Write the other word form of the bridge.
