Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 56131
Using Word and Expanded Form
Students compare two numbers, one given in word form and the other given in expanded form.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, number names, base-ten numeral, expanded form, standard form, word form, compare, symbols
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_UsingWordAndExpandedForm_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 provides the student with the Using Word and Expanded Form worksheet and asks the student to first write each number in standard form.
2. After the student writes each number in standard form, the teacher asks the student, “Can you use the less than, equal to, or greater than symbol to compare each pair
of numbers?”
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to consistently write numbers in standard form when given in expanded or word form.
Examples of Student Work at this Level
The student is unable to correctly write each of the numbers in standard form, e.g., the student makes mistakes when a zero should be written in the tens, hundreds, or
thousands place.
The student has difficultly with writing 640,509 and writes it as 604,509 or 604,590.
Questions Eliciting Thinking
Can you write the number one thousand, thirty-six? Do you hear any hundreds in that number?
page 1 of 3 What digit should we put in the hundreds place if there are no hundreds?
Instructional Implications
Provide the student with more opportunities to write numerals given their expanded forms and to write the expanded forms of given numerals. 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 is unable to consistently tell when numbers are greater than, less than, or equal to each other.
Examples of Student Work at this Level
The student correctly writes each number in standard form but, given a pair of numbers, cannot determine which is greater.
Questions Eliciting Thinking
How do you compare numbers? How can we tell when one number is greater than another?
Why do you think 3,706 is less than 3,076? What place should we look at to determine which is greater?
Instructional Implications
Guide the student in understanding each of the place values in three- and four-digit numbers.
Assist the student in comparing pairs of three-digit numbers by first comparing the hundreds digits. If the hundreds digits are the same, guide the student to compare the
digits in the tens place. If the tens digits are the same, guide the student to compare the digits in the ones place. Discuss why it is not necessary to compare the digits in
the tens and ones place if the digits in the hundreds places are not the same.
Provide the student with daily opportunities to use the less than, equal to, and greater thansymbols when comparing numbers, and provide clear and concise instruction on
what each symbol means along with its appropriate use. Emphasize reading inequality statements correctly.
Almost There
Misconception/Error
The student makes a minor error in using the less than symbol or in writing one number in standard form.
Examples of Student Work at this Level
The student correctly writes each number in standard form and can correctly state that 3,076 < 3,706 and 640,509 = 640,509. However, he or she uses the less than
symbol incorrectly.
The student makes a minor mistake in writing one of the numbers in standard form yet uses the symbols correctly to compare. The student can correct this mistake with
prompting from the teacher.
Questions Eliciting Thinking
What does this symbol mean?
How can you remember which way the symbol should point to show which number is greater?
Is it correct to write 640,509 = 640,509? Can you have an equal sign without an operation symbol?
Instructional Implications
Provide the student with daily opportunities to use the less than, equal to, or greater than symbols when comparing numbers, and provide clear and concise instruction on
what each symbol means along with its appropriate use. Emphasize reading inequality statements correctly. Typically students at the Almost There level on this task need
more and consistent exposure to the less than, equal to, and greater than symbols.
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 each number in standard form and can correctly state that 3,076 < 3,706 and 640,509 = 640,509. The student also uses the symbols
correctly.
page 2 of 3 Questions Eliciting Thinking
What would you tell another student to think about when comparing numbers in standard form?
How could you change only the hundreds place in 3,076 to make it greater than 3,706?
Instructional Implications
Challenge the student to change digits in a given inequality to reverse the relative size of the numbers.
Give the student an inequality statement such as 347 < 521 and challenge the student to find a second correct way to write the statement (e.g., 521 > 347).
Present the student with two expressions (e.g., 378 + 24 and 400 + 2), and ask the student to use the less than, equal to, or greater than to symbol to show the
relationship between the two expressions. Have the student explain how he or she compared the expressions.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Using Word and 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.
page 3 of 3