The purpose of this activity is for students to use words to represent three-digit numbers. Students are given numbers represented in different ways and asked to represent the same number in another way, including using words. Spelling numbers might present a challenge for some students. As students learn to spell and write numbers, encourage them to say the name aloud and then write it down. Also encourage them to use what they know about place value to say and write the name. Consider using an anchor chart or poster with words, including the words for numbers 0 to 20 and the multiples of ten, to provide support in this activity and later lessons.

• Invite previously selected students to share their representations of 318.
• As needed, ask students how 318 could be represented in forms that you did not see them use during the activity.
• “¿Cuál representación tiene más sentido para ustedes?” // “Which representation makes the most sense to you?”
• “¿Cómo pueden usar esa representación como ayuda para entender las otras?” // “How can you use that representation to help you understand the others?”

The purpose of this activity is for students to represent numbers in all the ways they have seen so far in this unit. Students are given a number in one form and they represent the same number in different ways. In the synthesis, students share which representations are most helpful. When students relate the different ways to represent a three-digit number (words, expanded form, diagrams, numerals) they deepen their understanding of the structure of the base-ten system (MP7).

• Display the chart paper from each group.
• “Ahora van a caminar por el salón para observar los otros números y las distintas formas en las que los representaron” // “Now you will walk around and see other numbers and how they were represented in different ways.”
• “Piensen en cuáles representaciones muestran con más claridad el valor de cada número” // “Think about which representations most clearly show you the value of the number.”
• “Luego, revisen que todas las representaciones muestren el mismo número” // “Then, check that all of the representations show the same number.”
• 5 minutes: gallery walk