m so that numbers, when entered, would be written out in
words.
This process was easy at first, then became more challenging as the
numbers became larger. That sounds obvious and somewhat reductive, but it
is true. The digits are easy to understand. Numbers 1-9 need to be
defined and so you create a list and define them.
It also made sense to look for those same patterns that occur
in numbers. To group numbers with like numbers as the digits were grouped.
For example numbers that end in Teen or the Tens. It hepled to think of these
in two ways. The first step I took was to write a number in the
millions, read it out loud, then start dividing it into pieces based off of what I said.
As I did this I thought it might be a fun way to think about top-down planning.
If you gave students a receipe or number and had them read it out loud and based on
what you say create like-groups or steps, then think about how to implement them or
how onecould use similar solutions to tackle similar problems.
Rebecca Hankey
rhankey