Jossey-Bass Teacher - Math Wise Phần 3 ppsx

class continue this procedure until the number word ‘‘four’’ continually

repeats, as demonstrated in the Examples.

Examples:

1. The number in the first column shown below is 63.

2. The number chosen for the second column is 157.

1. Number picked: 63

2. Written form: sixty￾three

3. Counted letters: 10

4. Written form: ten

5. Counted letters: 3

6. Written form: three

7. Counted letters: 5

8. Written form: five

9. Counted letters: 4

10. Written form: four

11. Counted letters: 4

12. Written form: four

←(NOTE:

About here

the players

will realize

that 4 will

continue to

repeat.)

1. Number picked: 157

2. Written form: one

hundred

fifty￾seven

3. Counted letters: 20

4. Written form: twenty

5. Counted letters: 6

6. Written form: six

7. Counted letters: 3

8. Written form: three

9. Counted letters: 5

10. Written form: five

11. Counted letters: 4

12. Written form: four

72 Making Sense of Numbers

3. In the situation below, one of the players has made an error when

spelling the number word. The number chosen was 45. When this

situation arises in the classroom, you could pair up two students

who have different outcomes, and the students could find the

error.

Player A Player B

1. Number picked: 45

2. Written form: fourty-five

3. Counted letters: 10

4. Written form: ten

5. Counted letters: 3

6. Written form: three

7. Counted letters: 5

8. Written form: five

9. Counted letters: 4

10. Written form: four

1. Number picked: 45

2. Written form: forty-five

3. Counted letters: 9

4. Written form: nine

5. Counted letters: 4

6. Written form: four

Extensions:

Utilize the Numbers to Words to Numbers process for practice in several

formats and at a variety of academic levels.

1. If you are working with primary students, you might want to

practice with numbers no more than 20. The students may also

need to follow you a number of times as you go through the

process at the chalkboard or on the overhead projector.

2. When they are familiar with the procedure, the students may

practice and check their work in pairs or cooperative groups. Each

individual (or group) should work independently with the selected

number and then compare outcomes with others.

3. Advanced players can try more complex numbers. For example,

they might try 1,672,431, which in written form is one million,

six hundred seventy-two thousand, four hundred thirty-one. (Hint:

Remember to use ‘‘and’’ only to denote a decimal point.)

Numbers to Words to Numbers 73

Chapter 21

Target a Number

Grades 4–8

× Total group activity

× Cooperative activity

× Independent activity

Concrete/manipulative activity

Visual/pictorial activity

× Abstract procedure

Why Do It:

This activity will reinforce students’ understanding of place

value, as well as their computation, reasoning, and commu￾nication skills.

You Will Need:

One die or spinner and a pencil are required. If students are

working on a chalkboard or whiteboard, then chalk or white￾board pens are also needed.

How To Do It:

1. In this activity, students will begin by drawing shapes

in a predetermined arrangement. You will select an

operation, and the students will place numbers in the

shapes so that when the computation is complete they

are close to a target number.

Begin by selecting geometric shapes, such as

74

Then decide which operation will be used (addition, subtraction,

multiplication, or division). Each student then decides individually

where to place his or her shapes within an arrangement you have

specified (see the Example below). You next select a target number

(any number that could be an answer to the problem set up by

any student.)

2. Now select the first shape to be considered and roll a die (or

use a spinner) to determine the number to be placed in that

shape. Then choose another shape and roll or spin for a number;

the students place the number in that shape. Play continues

in the same manner for the remaining shapes. When all the

shapes are numbered, the students use the specified operation and

complete their computations. Have the class discuss the varied

problems and solutions they have found. The student or students

who achieve or are closest to the target number win the round.

Example:

3 = ,1= ,4= , and 6 = . The preceding numbers were rolled

in order and matched with the specified shapes. The target number was

850, and the operation was multiplication. The problems and solutions

determined by three different players are shown below.

Target a Number 75