Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 40274
Writing Numerals From Expanded Form
Students are shown three numbers in expanded form and asked to write the corresponding numeral.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, expanded form, numeration, numeral
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_WritingNumeralsFromExpandedForm_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
The teacher shows the student these expanded forms (using either the board, a projection device, or the worksheet) and has the student write the numeral in standard
form:
800 + 30 + 4
6 + 700 + 40
400 + 9
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to write any of the numerals given in expanded form.
Examples of Student Work at this Level
The student:
Writes sequences of numbers rather than the numeral, for example, writes 800304 for 834, 670040 for 746, or 4009 for 409.
Writes another sum involving the digits in the expansion.
page 1 of 3 Attempts to add the numbers given in the expansion but does so incorrectly.
Questions Eliciting Thinking
Let’s look at the first expanded number again: 800 + 30 + 4. How many hundreds are in 800? So, what should the number’s hundreds digit be? How many tens are in 30?
What should the number’s tens digit be? What do you think this number’s ones digit is? How many digits will it take to write this number?
Another way to write the first expanded number is 8 hundreds + 3 tens + 4. Does writing it this way help you to see how to write the numeral?
Instructional Implications
Have the student model the expanded forms of three-digit numbers with base ten blocks identifying the number of hundred flats, ten rods, and single cubes needed. Have
the student write the models as numbers in standard form. Provide feedback at each step.
Moving Forward
Misconception/Error
The student only errs in writing numerals when expanded forms are given in an unconventional way or contain zero as a digit.
Examples of Student Work at this Level
The student writes 674 instead of 746 or 490 instead of 409.
Questions Eliciting Thinking
Let’s look at the second expanded number again: 6 + 700 + 40. How many hundreds are in this expanded form? When you write a three­digit number, where is the
hundreds place? What digit should go in the hundreds place? How many tens are in this expanded form? When you write a three-digit number, where is the tens place?
How many ones are in this expanded form? When you write a three-digit number, where is the ones place?
Let’s look at the third expanded number: 400 + 9. How many hundreds are in this expanded form? When you write a three­digit number, where is the hundreds place?
What digit should go in the hundreds place? How many tens are in this expanded form? When you write a three-digit number, where is the tens place? What digit should
go in the tens place? How many ones are in this expanded form? When you write a three-digit number, where is the ones place? What digit should go in the ones place?
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.
Almost There
Misconception/Error
The student only struggles to write numbers that contain zero as a digit.
Examples of Student Work at this Level
The student writes 490 instead of 409.
Questions Eliciting Thinking
Let’s look at the third expanded number: 400 + 9. How many hundreds are in this expanded form? When you write a three­digit number, where is the hundreds place?
What digit should go in the hundreds place? How many tens are in this expanded form? When you write a three-digit number, where is the tens place? What digit should
go in the tens place? How many ones are in this expanded form? When you write a three-digit number, where is the ones place? What digit should go in the ones place?
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.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
page 2 of 3 Examples of Student Work at this Level
The student writes the numerals 834, 746, and 409.
Questions Eliciting Thinking
What if I ask you to write this number: 1000 + 300 + 20 + 7? What do you think it would look like?
Can you write 7304 in expanded form?
Instructional Implications
Relate the expanded form of a number to the number of hundreds, tens, and ones that comprise it. For example, 359 = 300 + 50 + 9 corresponds to 3 hundreds + 5 tens
+ 9 ones. Then, have the student explore other possible expanded forms such as 3 hundreds + 59 ones or 35 tens + 9 ones.
Ask the student to write four- and five-digit numerals given their expanded forms. Be sure to include some that contain zero as one or more of the digits.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Writing Numerals from Expanded Form worksheet (optional)
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.2.NBT.1.3:
Description
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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