Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 56139
Numbers In Expanded Form
Students are asked to write numbers in both standard form (as base ten numerals) and expanded form.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, multi-digit whole numbers, base-ten numerals, expanded form
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_NumbersInExpandedForm_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each
student to explain his or her thinking and strategy.
1. The teacher says, “I am going to read aloud five numbers. I would like you to write each number as a base­ten numeral (standard form) and in expanded form on the
paper provided.”
2. The teacher reads aloud the following numbers and provides adequate time for the student to write each number as a base-ten numeral (standard form) and in expanded
form. Repeat the numbers if needed.
Eight hundred two thousand five hundred fifty
Twenty thousand three
One thousand four hundred fifty-six
Seven hundred nineteen thousand two hundred forty-eight
Three thousand eighty-one
TASK RUBRIC
Getting Started
page 1 of 3 Misconception/Error
The student makes significant errors in writing the numbers in both standard and expanded form.
Examples of Student Work at this Level
The student writes most of the numbers as base-ten numerals incorrectly which, consequently, causes the student to write the numbers incorrectly in expanded form.
Questions Eliciting Thinking
Can you read this number for me (show the student the numeral “723,153”)? Can you tell me what each digit represents?
Can you write the numeral for “three hundred thousand”? Can you write the numeral for “twenty thousand”? Can you write the numeral for “five thousand”? What do you
think the numeral for “three hundred twenty five thousand” would look like? How about “three hundred two thousand”?
Instructional Implications
If the student has difficulty writing multi-digit numerals for these numbers, then offer the student more instruction on writing numerals with and without a zero in various
places. Next, have the student model multi-digit numbers that contain zero as a digit with base ten blocks identifying the number of thousands cubes, hundreds flats, ten
rods, and single cubes needed. Have the student write the modeled numbers in both standard and expanded form.
Provide the student with more opportunities to write numbers in standard form given their expanded forms and to write the expanded forms of numbers given in standard
form. Be sure to include numbers that contain zero as one or more of the digits.
Have the student model the expanded forms of three-digit numbers with base ten blocks identifying the number of hundreds flats, ten rods, and single cubes needed. Have
the student write the models as numbers in standard form. Provide feedback at each step.
Consider using the MFAS task, Numbers in Expanded Form (2.NBT.1.3).
Moving Forward
Misconception/Error
The student makes errors with some of the numbers and is not able to correct with prompting.
Examples of Student Work at this Level
The student errs in writing numerals that include zero as a digit. The student writes 20,3 for 20,003 and 3,81 for 3,08. Even with prompting the student is not able to
correct.
The student writes 80,000 + 2,000 + 500 + 50 + 0 or 8,000 + 2,000 + 500 + 50 + 0 instead of 800,000 + 2,000 + 500 + 50 + 0.
The student writes 2,000 + 3 instead of 20,000 + 3.
Questions Eliciting Thinking
Can you read to me what you wrote? Let me repeat the number again; make sure you have the number written exactly as I say it.
In the number you wrote for 802,550, what is the place value of the eight? What should its place value be?
Where is the thousands place? The ten thousand place? The hundred thousand place?
Look at what you wrote for “Twenty thousand three” (e.g., 20,3). What is the value of each digit in this numeral? Where should the three be in the numeral if it
represents three?
Instructional Implications
Have the student work with base ten blocks, representing given three and four-digit numerals and writing numerals for a variety of modeled three and four-digit numbers,
including those with a zero in various places. Then move to five and six-digit numbers using a place value mat. Eventually, have the student model and write five- and sixdigit numbers that are given orally (as in this task). If the student struggles to write the numbers then have him or her use place value blocks to represent a number and
write it on a place value mat in both standard and expanded form.
Almost There
Misconception/Error
The student makes errors but is able to correct with prompting.
Examples of Student Work at this Level
The student writes a number incorrectly but with prompting is able to correct.
Questions Eliciting Thinking
page 2 of 3 Your expanded form of 802,550 is correct but can you go back and look at your base-ten numeral (if the student wrote 82,550)?
Your expanded form of 1,456 is correct but can you expand the 56 even more (if the student wrote 1,000 + 400 + 56)?
Your expanded form of 3,081 is correct but can you expand the 81 even more (if the student wrote 3,000 + 81)?
Instructional Implications
Offer the student direct instruction on completely expanding numbers given in standard form and/or writing the expanded forms of numbers given in standard form.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly writes all of the numbers given in the task in both standard and expanded form.
Questions Eliciting Thinking
Can you also write the expanded form for a number like 7,623,415?
Instructional Implications
Have the student write numbers in standard form that are larger than 1,000,000. Include numbers in which zero appears as a digit, sometimes more than once.
Relate the expanded form of a number to verbal descriptions of its component parts, e.g., 214,359 = 200,000 + 10,000 + 4,000 + 300 + 50 + 9 corresponds to 2 hundred
thousands + 1 ten thousand + 4 thousands + 3 hundreds + 5 tens + 9 ones. Then, have the student explore other expansions such as 21 hundreds + 4 thousands + 3
hundreds + 5 tens + 9 ones or 214 thousands + 3 hundreds + 5 tens + 9 ones.
Ask the student to expand seven-digit numbers. Be sure to include some that have zero as a digit.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Numbers In Expanded Form worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.NBT.1.2:
Description
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two
multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of
comparisons.
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