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This module is from Fundamentals of Mathematics by Denny Burzynski and Wade Ellis, Jr. This module discusses how to read and write whole numbers. By the end of this module, students should be able to read and write whole numbers.

Section overview

  • Reading Whole Numbers
  • Writing Whole Numbers

Because our number system is a positional number system, reading and writing whole numbers is quite simple.

Reading whole numbers

To convert a number that is formed by digits into a verbal phrase, use the following method:

  1. Beginning at the right and working right to left, separate the number into distinct periods by inserting commas every three digits.
  2. Beginning at the left, read each period individually, saying the period name.

Sample set a

Write the following numbers as words.

Read 42958.

  1. Beginning at the right, we can separate this number into distinct periods by inserting a comma between the 2 and 9.
    42,958
  2. Beginning at the left, we read each period individually:
    Three segments within the thousands period, with a 4 and a 2 in the second and third segments. To the right is a comma, and the label, forty-two thousand.
    Three segments within the units period, with a 9, a 5, and an 8 in the segment. To the right is the label, nine hundred fifty-eight.
    Forty-two thousand, nine hundred fifty-eight.
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Read 307991343.

  1. Beginning at the right, we can separate this number into distinct periods by placing commas between the 1 and 3 and the 7 and 9.
    307,991,343
  2. Beginning at the left, we read each period individually.
    Three segments within the millions period, with a 3, a 0, and a 7 in the segments. To the right is a comma, and the label, three hundred seven million.
    Three segments within the thousands period, with a 9, a 9, and a 1 in the segments. To the right is a comma, and the label, nine hundred ninety-one thousand.
    Three segments within the units period, with a 3, a 4, and a 3 in the segments. To the right is the label, three hundred forty-three.
    Three hundred seven million, nine hundred ninety-one thousand, three hundred forty-three.
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Read 36000000000001.

  1. Beginning at the right, we can separate this number into distinct periods by placing commas. 36,000,000,001
  2. Beginning at the left, we read each period individually.
    Three segments within the trillions period, with a 3 and a 6 in the second and third segments. To the right is a comma, and the label, thirty six trillion.  Three segments within the billions period, with a 0 in each segment. To the right is a comma, and the label, zero billion.  Three segments within the millions period, with a 0 in each segment. To the right is a comma, and the label, zero million.  Three segments within the units period, with a 0 in each segment. To the right is a comma, and the label, zero thousand.  Three segments within the units period, with a 0 in the first two segments, and a 1 in the third segment. To the right is the label, one.
    Thirty-six trillion, one.
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Practice set a

Write each number in words.

12,542

Twelve thousand, five hundred forty-two

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101,074,003

One hundred one million, seventy-four thousand, three

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1,000,008

One million, eight

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Writing whole numbers

To express a number in digits that is expressed in words, use the following method:

  1. Notice first that a number expressed as a verbal phrase will have its periods set off by commas.
  2. Starting at the beginning of the phrase, write each period of numbers individu­ally.
  3. Using commas to separate periods, combine the periods to form one number.

Sample set b

Write each number using digits.

Seven thousand, ninety-two.

Using the comma as a period separator, we have

the words seven thousand, in a bracket, pointing to the number 7, followed by a comma. The words ninety-two, in a bracket, pointing to the number 092.

7,092

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Fifty billion, one million, two hundred thousand, fourteen.

Using the commas as period separators, we have

Fifty billion, one million, two hundred thousand, fourteen, separated by periods, with their corresponding numbers to the side of each period.

50,001,200,014

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Ten million, five hundred twelve.

The comma sets off the periods. We notice that there is no thousands period. We'll have to insert this ourselves.

Ten million, zero thousand, fife hundred twelve, separated by periods, with their corresponding numbers to the side of each period.

10,000,512

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Practice set b

Express each number using digits.

One hundred three thousand, twenty-five.

103,025

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Six million, forty thousand, seven.

6,040,007

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Twenty trillion, three billion, eighty million, one hundred nine thousand, four hundred two.

20,003,080,109,402

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Eighty billion, thirty-five.

80,000,000,035

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Exercises

For the following problems, write all numbers in words.

1491

one thousand, four hundred ninety-one

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35,223

thirty-five thousand, two hundred twenty-three

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437,105

four hundred thirty-seven thousand, one hundred five

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8,001,001

eight million, one thousand, one

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Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
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Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
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can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
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Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
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Source:  OpenStax, Fundamentals of mathematics. OpenStax CNX. Aug 18, 2010 Download for free at http://cnx.org/content/col10615/1.4
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