2.  www.pearsonsuccessnet.com www.pearsonsuccessnet.com  Go to Naming Numbers in Two Ways animation.  Discuss animation and how you think about numbers.  Clear up any misconceptions.

3.  FCIM: Place value - Naming numbers Use the Re-teach, Set B, for the WE DO:  Quickly demonstrate naming numbers: 1,200 would be one thousand, two hundred OR twelve hundreds.  Focus students on the fact that 10 hundreds equals 1,000“  Students name each number in two ways working with a partner and sharing. 1. 1,700 2. 5,600 3. 4,800 4. 9,100 5. 5,252 Chart students answers.

4.  Review the we do lesson from the previous day. Remind students that 10 hundreds equals 1,000 just like just like 10 tens equals 100, and 10 ones equals 10.  Focus students on charts made from previous days work.  Students name each number in two ways working independently.  1. 1,500 2. 4,700 3. 3,200 4. 9,600 5. 2,121

5.  Review the we do lesson from the previous day.  Remind students that 10 hundreds equals 1,000 just like 10 tens equals 100, and 10 ones equals 10. Students name each number in two ways working independently.  1. 1, 700 2. 6,200 3. 3,300 4. 9,800 5. 2,900  Add word problem: Road workers needed to know the length of a bridge in feet. The first worker measured the bridge and wrote down the length as three thousand, five hundred feet. Write the other word form of the bridge.

6. Standard FormWord Form 1Word Form 2 1. 4,700 2. 5,800 3. 9,900 4. 1,300 5. We measured the length of a bridge to be 6,400 feet. Write the two different ways to say 6,400 feet.