Read and Write Numbers

Overview

Students read and write whole numbers through 100,000 in standard, word, and expanded form. Building on prior place-value learning, they use the value of each digit—including zero as a placeholder—to match representations and explain their thinking.

Learning intentions

Students will be able to:

• Read and write numbers through 100,000 in standard form.
• Write numbers in expanded form and word form.
• Explain the value of a digit in each place.
• Recognize how zero shows that a place has no value.

Success criteria

• I can match a numeral, word form, and expanded form.
• I can write a number in expanded form.
• I can explain what a zero means in a number.
• I can check that each digit has the correct place value.

Curriculum links

• Reading and writing multi-digit whole numbers in standard, word, and expanded form.
• Understanding that a digit’s value is ten times the value of the same digit one place to its right.
• Using place-value reasoning to explain numbers and solve multi-digit addition, subtraction, multiplication, and division problems.
• Georgia mathematics expectations for Grade 4 Number and Operations in Base Ten, aligned with the Common Core framework.

Lesson structure (30 minutes)

1. 0–4 min · Hook and retrieval. Teacher displays a number such as 40,205 in the opening number mystery slide and asks, “What does each digit tell us?” Students turn and talk, identify the value of selected digits, and share one observation.

2. 4–10 min · I do: model representations. Teacher uses the place-value modeling slides to model matching 32,104 with its word form and expanded form, using consistent colors and icons for each place; explicitly explains that the zero means there are no tens. Students help read the number aloud and repeat the expanded form: 30,000 + 2,000 + 100 + 4.

3. 10–16 min · We do: match and build. Teacher displays matching tasks on the interactive matching slides and invites students to drag or identify the correct cards, then models building a number with movable place-value tiles. Students work in pairs to match numerals, word forms, and expanded forms, explaining why each match is correct.

4. 16–23 min · You do: guided practice. Teacher distributes the standard, word, and expanded form practice sheet and supports students as they complete two number-matching tasks and write two numbers in expanded form, offering a template or number stamps as needed. Students independently or with a partner complete the tasks and circle the place represented by zero in one number.

5. 23–27 min · Explain and check. Teacher pauses the class to display 50,006 and 72,005 on the zero and place-value discussion slides, asking, “Why is the 6 in the ones place?” and “Why is the zero important?” Students show answers with place-value tiles, then explain their reasoning verbally, with a partner, or using a sentence frame.

6. 27–30 min · Exit assessment. Teacher gives the five-question check on the five-question exit assessment and reads every question and answer choice aloud. Students select or write an answer independently; collect responses to identify who can match forms and understand zero as a placeholder.

Resources

• the complete number representations slide deck
• the standard, word, and expanded form practice sheet
• Smartboard or interactive display
• Movable place-value tiles through 100,000
• Numeral, word-form, and expanded-form cards
• Number stamps
• Pencils and colored pencils
• Place-value chart

Assessment

• During modeling and partner work, ask students to explain how a digit’s place determines its value. Listen for accurate use of words such as thousands, hundreds, tens, and ones.
• Check worksheet responses and observe whether students correctly match all three representations, especially numbers containing zero.
• Use the five-question exit assessment: 1) 32,104 expanded form is 30,000 + 2,000 + 100 + 4; 2) 50,006 has 6 ones; 3) “Seventy-two thousand, five” is 72,005; 4) 80,000 + 900 + 2 is 80,902; 5) 41,300 matches 40,000 + 1,000 + 300.

Differentiation

• Provide a labeled place-value chart, color-coded cards, number banks, and sentence frames such as “The ___ is in the ___ place, so its value is ___.”
• Allow students to match cards, point to an answer, use number stamps, trace numerals, or give a verbal response instead of copying every form.
• For dyslexia-friendly access, avoid all-capital text, use clear sans-serif print, provide syllable-spaced word forms such as “sev-en-ty two thou-sand five,” and read all directions and choices aloud.
• Seat students strategically for partner support and give one step at a time. Extend ready students by asking them to create a number with two zeros and write all three forms.