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 Go to Naming Numbers in Two Ways
animation.
 Discuss animation and how you think
about numbers.
 Clear up any misconceptions.
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FCIM: Place value - Naming numbers
Use 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. 5,252
Chart students answers.
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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.
2.
3.
4.
5.
1,500
4,700
3,200
9,600
2,121
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.
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Students name each number in two ways working
independently.
 1. 1, 700
2. 6,200
3. 3,300
4. 9,800
5. 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.
Standard Form
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Word Form 1
Word Form 2
1. 4,700
2. 5,800
3. 9,900
4. 1,300
5. We measured the length of a bridge to be 6,400 feet.
Write the two different ways to say 6,400 feet.