Writing numbers in word form - math grade 2 - lesson 24

1.TEACHER SAY: I want you to Lean and Whisper to your Shoulder Partner and tell them two ways we can write numbers.

STUDENTS DO: Lean and Whisper to their Shoulder Partner and discuss two ways we can write numbers.

TEACHER SAY: I heard great conversations. Yesterday we learned how to write numbers in expanded form. We also played a game called Find Your Partner to help us match numbers written in standard form to their match written in expanded form. We are going to play again today.

TEACHER DO: Review the rules and directions, if necessary.

TEACHER SAY: Remember, if I have a card with 600 + 30 + 5, I am looking for my friend with a card that says 635 on it.

TEACHER DO: Write the example on the board. Give each student one card. If you have an odd number of students, you will have to play the game so that each student has a partner.

TEACHER SAY: You will have about 3 minutes to find your matches. Once you get your number, think about what you are looking for. Once you find your partner, sit down next to each other. That will show me that you are done. Ready? Go.

STUDENTS DO: Find someone who has the card that matches theirs.

TEACHER DO: After students play the game once, collect the cards and have students return to their seats.

2.TEACHER SAY: There is another way we can write numbers. We can use word form. Each number has a name, and we can write the name to show the number. Today we are going to learn to write the number words for numbers 1 to 9. We will also learn to write the number words for multiples of ten—the numbers we say when we skip count by 10s. Let’s get our student books out and turn to page Lesson 24: Apply.

STUDENTS DO: Take out student book and turn to page Lesson 24: Apply.

TEACHER SAY: On this page you will see a chart. On the chart you see some words at the top of the columns. One column says Standard Form and the other column says Word Form.

TEACHER DO: Display the Standard Form/Word Form chart.

TEACHER SAY: Today we are going to fill in this chart together. That way you will have it in your student book, so you can look back at it whenever you need help. Let’s start with the number 1. In the first column, write the number 1.

TEACHER DO: Model for the students. Write the number 1 on your chart.

STUDENTS DO: Write the number 1 on the chart.

TEACHER SAY: The word form of the number one is written like this: o-n-e.

TEACHER DO: Model writing the number 1 in written form on the chart.

TEACHER SAY: Let’s spell it aloud as we write it on our chart: O-N-E.

STUDENTS DO: Spell the number one aloud as they write it on the chart.

TEACHER DO: Continue with numbers 2 to 9, 10, 20, 30, 40, 50, 60, 70, 80, and 90.

STUDENTS DO: Complete the chart with their teacher.

3.TEACHER SAY: Th at was a lot of hard work but you all did a great job. Now I am going to call out a number, and I want you to point to the written form of that number. My fi rst number is 50.

STUDENTS DO: Point to the written form of 50.

TEACHER DO: Point to the written form of 50 on the board so students can self-check their answer. Continue with the other numbers until all of the numbers on the chart have been called out.

STUDENTS DO: Point to the written form of the numbers called out. Check answers with the teacher.