Lesson Plan
Counting and numbers - Convert Digits to Words
First (1) - Math
LEARNING TARGET
- Students will be able to convert digits to word form up to 120.
- Students will be able to explain the rules for converting digits to word form.
LEARNING PROGRESSION
PREREQUISITE SKILL
- Students will be able to identify missing numbers on a number line up to 120.
- Students will be able to fill in missing numbers on a number line up to 120.
EXTENSION SKILL
Counting and numbers - null
DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Misconception Review (5 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
MATERIALS
- Whiteboard and markers
- Digit cards (0-9)
- Word form chart
- Worksheets for independent practice
VOCABULARY
- Digit
- Word form
- Place value
- Ones
- Tens
- Hundreds
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
What is a Math IEP Objective Workbook?
- 40 daily fluency assignments
- 8 student self-monitoring progress sheets with weekly goal setting
- 2 baseline assessments
- 8 formative assessments
- 1 present level of performance self-graphing data tracking sheet (Perfect for
progress reporting and IEP meeting) - Teacher answer keys
WORKSHEET PACK
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
Games can be used as a reward, as an introduction to a concept, or for independent practice.
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Begin the lesson by asking students to count to 1,000 as a class.
- Explain that today's lesson will focus on converting the digits in numbers to word form, which means writing out the number in words.
- Display a chart on the board that shows the different place values (ones, tens, hundreds) and examples of how to write each one in word form.
INSTRUCTION
- Review the place values and their corresponding words with the class.
- Show an example of how to convert a three-digit number (e.g. 346) to word form by breaking it down into its place values (300 + 40 + 6) and writing out each one in word form.
- Provide more examples, both as a class and individually, to help students become more comfortable with the process.
GUIDED PRACTICE
- Pass out worksheets that include practice problems for converting digits to word form.
- Work through a few problems as a class to ensure understanding and provide support where needed.
INDEPENDENT PRACTICE
Allow students to work independently on the provided worksheets, with support as needed.
HOMEWORK
- Assign a few problems for students to practice converting digits to word form at home. Progress Monitoring Formative Assessment (10 minutes):
- Check in with individual students and provide additional support as needed.
EXIT TICKET
- Pass out exit cards and have students convert a given number to word form.
- Collect the exit cards as a formative assessment to gauge understanding.
FORMATIVE
Progress Check is after an exit ticket and an additional misconception review. This is a formative assessment to inform teaching for future lesson cycles.
SUMMATIVE
- Exit Card Formative Assessment
- Progress Monitoring Formative Assessment
- Summative Assessment 10 question worksheet 8/10 for mastery
CLOSURE
Review the material covered in the lesson and ask students to share one thing they learned about converting digits to word form.
EXTENSION
- For advanced learners, provide opportunities to convert numbers to word form beyond 1,000.
- Challenge students to write out large numbers in word form, such as 5,000 or 100,000.
INTERVENTION
- For students who are struggling, provide additional practice with place value by having them identify the value of each digit in a number. For example, ask them to identify the value of the digit 8 in the number 583.
- Use manipulatives or visuals to help students understand the concept of place value, such as base ten blocks or place value charts.
VIDEOS
No Video Available
TEACHING TIPS
Use digit cards to help students visualize the process of converting digits to word form. For example, if a student has a card with the digit 7 on it, they can place it in the ones column and say "seven" to reinforce the concept.
STUDENT MISCONCEPTIONS
Students may struggle with identifying the value of each digit in a number. For example, they may see the number 356 and think that the digit 5 is worth 50 instead of 5 tens. It is important to review the concept of place value and provide additional practice as needed.
STANDARD
Common Core Standard:
1.NBT.A.1 - Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.