Title:
Oral and written numerals 
Grade
Level 5  6 
Name
Dr. Robert Sweetland 
Concept
Assessment Information 
Concepts 
Supporting
Information 
Misconceptions 
Assessment 
Patterns
in place value help us write and read numbers. 
 Numbers are written following a certain pattern.
 Three digits are grouped with commas.
 Decimal place is a marker not a place.
 There is only one units place.
 Pattern of thousand, million...
 Pattern of ___, ten, hundred,

 Each number has a certain way to be said and written
that must be memorized .
 A pattern for determining how numbers are written and
said orally is too complicated for most people to understand.

Diagnostic
Ask students to describe how they can use a pattern to help them say and
write number words. 
Concepts 
Supporting
Information 
Misconceptions 
Assessment 
Numbers
are communicated in a standard way. 
 Numbers are
represented orally.
 Numbers are
represented in writing.
 Number words
have correct spellings.
 Number words
have a grammar.

 There are many standard ways to write numbers.

Diagnostic
Ask a student to write a number on the board and another to read the numeral
and another to write the numeral in words.
Summative
Repeat with all possible combinations until students say they could do
any number in the world. 
Procedure
for Concept Conceptualization and Generalization 
Objective
Students will
look for patterns in a place value chart and use it to create a procedure
for writing, reading, and saying numbers from millionths to millions. 
Materials: 
Number facts sheet, place value
number line 
Exploration 
 Put students
in pairs.
 Pass out
place value chart and challenge students to find as many patterns as
they can in five minutes.
 Put pairs
of students into groups of four and ask them to consolidate their list.

Invention 
 Have students
consolidate all group’s lists into one class list on the board
or overhead.
 Discuss results.
 Be sure that
all patterns outlined in the supporting information are discussed.

Exploration 
 Tell students
they will explore in groups of four.
 Give students
the number facts sheet.
 Ask students
to do two things:
 Use the place value
chart and the information on the fact sheet to explain how all the 14
examples are read and written.
 Create a rule that
would explain how to read or write any number less than one million
and greater than one millionth.

Invention 
 Have each
group share their rule.
 As each group
shares have other groups give them numerals to read and write to see
if the rule works or not.
 Continue
until all groups share their rule.
 Have students
identify which rule(s) they will use.
 Have students
create a problem they believe will test the limits of their rule.
 Have students
exchange their problems with their original partner, use their preferred
rule, write the word number, read it to each other, and determine if
the rule works.
 Ask students
if patterns can help them solve real world problems.

Expansion 
 Have students create a list of nine numbers: three written in words,
three in numberals, and three either way for a partner to read.
 Have students exchange and write or say the numbers in different ways.
