Items Tagged as "standard form"

Introduction to Place Value

Subjects: Numbers & Numeration Systems, Mathematics
Language: English
Grade Level: Gr. 3 | Age 9, Gr. 4 | Age 10, Gr. 5 | Age 11
Posted: Jul. 14, 2010   Posted by: HilaireP
Summary:
Introduces the concept of place value, word form, standard form, and expanded form.

Number Forms

Subjects: Mathematics
Language: English
Grade Level: Gr. 4 | Age 10
Posted: Jul. 14, 2010   Posted by: wildtje
Summary:
Standard Form, Expanded Form, Word Form

Popcorn Place Value

Subjects: Mathematics
Language: English
Grade Level: Gr. 3 | Age 9
Posted: Jul. 14, 2010   Posted by: arthurc
Summary:
This lesson serves as a good review for place value. It gives students practice with forming the smallest and largest possible numbers with a given set of numerals. It also allows for practice with writing numbers in standard form, word form, and expanded notation.

Place value:hundreds 5 ways to show a number

Subjects: Numbers & Numeration Systems
Language: English
Grade Level: Gr. 2 | Age 8, Gr. 3 | Age 9
Posted: Jun. 28, 2010   Posted by: amelancon
Summary:
Practice showing numbers to the hundreds place five ways. Students will be able to see or help you show numbers in standard form, expanded form, written form, models, and place value charts.

Writing equations of lines in different forms

Subjects: Algebra
Language: English
Grade Level: Gr. 7 | Age 13, Gr. 8 | Age 14, Gr. 9 | Age 15, Gr. 10 | Age 16
Posted: Mar. 14, 2010   Posted by: tastephens
Summary:
Practice writing equations when given the graph.

Review of Slope and Linear Equations

Subjects: Algebra
Language: English
Grade Level: Gr. 8 | Age 14, Gr. 9 | Age 15
Posted: Feb. 5, 2010   Posted by: mrdmlobato
Summary:
Review of how to calculate slope and the 3 basic forms of linear equations.

Place Value

Subjects: Numbers & Numeration Systems, Mathematics
Language: English
Grade Level: Gr. 3 | Age 9
Posted: Feb. 5, 2010   Posted by: teepeesmommy
Summary:
This lesson for third graders reviews place value to the thousands.


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