Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 40276
Writing the Expanded Form of a Number
Students write the expanded form of a number from hearing the word name of a number.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, expanded form, numeration
Resource Collection: MFAS Formative Assessments
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with a small group, or with the whole class.
The teacher reads each of the following numbers to the student, one at a time and asks the student to write the expanded form of each number after it has been read.
79
537
460
805
TASK RUBRIC
Getting Started
Misconception/Error
The student does not understand what it means to write numbers in expanded form.
Examples of Student Work at this Level
The student:
Writes the numeral in words.
page 1 of 4 Rewrites each number with its digits rearranged.
Identifies the place value of the left-most digit of each number.
Writes 709 rather than 70 + 9, 500307 rather than 500 + 30 + 7, 40060 rather than 400 + 60, or 8005 rather than 800 + 5.
Attempts to decompose the numbers rather than write them in expanded form.
Questions Eliciting Thinking
Let’s think about the number seventy­nine. Can you write the numeral seventy­nine? What is the meaning of the digit seven? What is the meaning of the digit nine?
Can you show me how to represent 537 with base ten blocks? How many hundred flats, ten rods, and single cubes would you need?
Instructional Implications
Have the student model two- and three-digit numbers with base ten blocks identifying the number of hundreds flats, ten rods, and single cubes needed. Have the student
write the modeled numbers in both expanded and standard form. Provide feedback at each step.
Moving Forward
Misconception/Error
The student has some understanding of expanded form but is unable to consistently write expanded forms correctly.
Examples of Student Work at this Level
The student:
Consistently writes the number of tens incorrectly.
Writes the expanded forms of 79 and 537, but errs in writing the expanded forms of numbers that contain a digit of zero.
Questions Eliciting Thinking
Can you write “four hundred sixty” as a numeral? What is the meaning of each digit?
Can you write “eight hundred five”? What is the meaning of each digit?
Instructional Implications
Provide feedback to the student concerning the parts of the expansions that are correct and the parts that are incorrect. Guide the student to revise his or her answers.
If the student has difficulty writing the expansions of three-digit numerals containing a digit of zero, then ask the student to model the expansions with base ten blocks,
identifying the number of hundreds flats, ten rods, and single cubes needed. Have the student write the modeled numbers in both expanded and standard form.
Almost There
Misconception/Error
The student does not completely expand each number or writes the expansion unconventionally.
Examples of Student Work at this Level
page 2 of 4 The student:
Writes the parts in ascending order or in a seemingly random order (e.g., the student writes 9 + 70 for 79 or 7 + 500 + 30 for 537).
Does not expand 37 in the number 537.
Questions Eliciting Thinking
Can you write the parts of your expanded form in the order that they are spoken?
Your expanded form of 537 is correct but can you expand the 37 even more (if the student wrote 500 + 37)?
Your expanded form of 537 is correct but can you expand the 530 even more (if the student wrote 530 + 7)?
Your expansion of 460 is partially correct but how can you show the expansion of “sixty”?
Instructional Implications
Offer the student direct instruction on completely expanding numbers and/or writing the expanded forms conventionally.
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 the expanded form of each number.
Questions Eliciting Thinking
Can you also write the expanded form for a number like 2345?
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 expansions such as 3 hundreds + 59 ones or 35 tens + 9 ones.
Ask the student to expand four-digit numbers. Be sure to include some that have zero as a digit.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Paper and pencil
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
Description
page 3 of 4 MAFS.2.NBT.1.3:
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
page 4 of 4