![]() Trillion Eight Hundred Eighty-One billion Seven Million Three Hundred Eighty-Four thousand Threeġ48,881,759,131,997 - One Hundred Forty-Eight Hundred Twenty-One billion One Hundred Sixty-Nine Two Hundred Two billion Twenty-Five million FourĢ8,221,169,384,374 - Twenty-Eight trillion Two Hundred Thirty-One billion One Hundred SixtyĢ10,202,025,424,018 - Two Hundred Ten trillion Red Eighty-Nine billion Twelve million Three HundrĮd Forty-Five thousand Six Hundred declareġ2 to_char( l_num, '999,999,999,999,999,999' ) ģ12,051,345,415,411 - Three Hundred Twelveįorty-Five million Four Hundred Fifteen thousandĢ5,131,160,032,468 - Twenty-Five trillion One ![]() Rillion Four Hundred Fifty-Six trillion Seven Hund N Five Hundred Sixty-Seven sextillion Eight Hundreĭ Ninety quintillion One Hundred Twenty-Three quad Ion Six Hundred Seventy-Eight nonillion Nine HundrĮd One octillion Two Hundred Thirty-Four septillio Twelve undecillion Three Hundred Forty-Five decill The social media posts about these graphics are included for your convenience.Sure, with a little effort - you can use the J -> Jsp trick and do it create or replaceĢ function spell_number( p_number in number )ĥ type myArray is table of varchar2(255) ġ5 l_num varchar2(50) default trunc( p_number ) Ģ2 if ( substr(l_num, length(l_num)-2, 3) 0 )ģ0 l_num := substr( l_num, 1, length(l_num)-3 ) Ģ spell_number( 12345678901234567890123456789012345678 ) You can use to learn more about these words and their spelling connections. Students (or tutor and student) take turns writing a word from the graphic in the ovals, starting at the bottom, trying to connect four of their ovals and preventing the other player from connecting theirs. For example, triangle is 3 angles or corners.Ĥ. Students with assistance, as needed, look up words from the graphic on or in another etymology dictionary and write the meaning of the other base in each word. The “Three” graphic has a Three What? activity. Students decide which word from the graphic fits each sentence.ģ. The “Two” graphic has a Complete the Sentence activity. Students find and correct the misspelled word.Ģ. The “One” graphic has a Check the Spelling Activity. Each 8.5 x 11 inch graphic has a specific activity:ġ. Afterwards, students can engage with the learning as they use each additional activity. Then look up of some of the words in an etymology dictionary. Use them in word study notebooks and on bulletin boards.ĭiscuss the spelling and meaning connections. The One Two Three Four spelling graphics are inspiration for word study, spelling discussions, and student engagement. ![]() Why doesn’t forty have a like four? What does quarry and quarantine have to do with four?.If “three” is spelled, why isn’t the word meaning “third” spelled the same? Where did like tricycle come from?.Why is there a in two? Twelve, between, and twill, really?. ![]() Why is pronounced “won”? Are only and alone related to one?.These One-Two-Three-Four Spelling Graphics present students with surprising connections too. It answers spelling questions we’ve all wondered about. Looking at the spelling connections helps us see that our spelling is not random. Spelling and Meaning Connections bring spelling to life. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |