Kristin Sarboukh April 20, 2013 Individual lesson plan-2 RATIONALE To introduce the idea that numbers can

n be rounded to different place values such as the nearest 10 or 100. This lesson is important because students need to understand how to round and that it can be used in estimation. This will allow them to build on the skill in higher grades when they will need to round numbers for reason such as having a repeating decimal. Grade: 3rd Standard: o CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100. OBJECTIVE: Students will be able to round whole numbers to the nearest 10 or 100. LESSON PROGRESSION 1. Have students gather to the rug based on the tables they sit at. Have each student sit by their math buddy and with their whiteboards. 2. Okay boys and girls, I have a question for you all. Yesterday, I went to the store to buy a candy bar that cost $0.76. I only had dimes with me so I was not sure if I should give the cashier $0.70 or $0.80. Turn and talk with your partner about what I should have done. 3. Students will discuss with their partner and then share out as a class. Come to the conclusion that I should have given the cashier $0.80 because if I only gave him $0.70, I would not have had enough. 4. Then put the following numbers on the board: 22 + 34 + 19 + 81. Ask the class to try to solve this equation in their heads. Once everyone has tried, talk about why this is so difficult to do with these numbers. Have them turn and talk with their partner about what would make this easier to do in their heads 5. Share out with the class and come to the conclusion that changing the numbers to 20 + 30 + 20 + 80 would be much easier and bring you close to the exact answer. 6. So, boys and girls, what we did in both of these problems is what my mathematician friends call rounding. 7. Explain what rounding is, why it is so important, and that these are just a few examples of how we use it in our daily lives. 8. Then draw a simple hill on the blackboard. Write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 so that the one and 10 are at the bottom of the hill, on opposite sides, and the five ends up at the very top of the hill. This hill will be used to illustrate the two tens that the students are choosing between when they are rounding. 9. When I went to the store last night, I had two choices. I could have either given the cashier seven dimes or eight dimes. What I did at the store was called roundingI tried to find the closest 10 to the actual number. In my case, the closest 10 was eighty.

10. With a number like 39, it is much easier to see that 39 is very close to 40. In the same sense, it is easy to see that 31 is very close to 30. However, when you get to numbers like 34, 35, and 36, it gets a little more difficult. This is where our rounding mountain comes in Point to what has been drawn on the board. 11. Pretend you are kicking a soccer ball up our rounding mountain. If you go all the way up to the four, which represents the four in thirty-four, and then stop kicking the ball, turn and talk to your partner about what you think might happen. 12. Have students share out and decide that the ball will roll right back down to where it started. 13. So, when you have a number like 34 and are asked to round it to the nearest 10, the nearest 10 is back down the hill at 30. 14. Repeat steps 11 through 13 but with the number 26 to model one more time. 15. Then have students work with their partner to round the numbers 32, 44, 27, 19, and 22. They may use their whiteboards if need be. 16. Once everyone has finished go over the answers as a whole class. 17. Now, what would we do with a number like 85? Turn and talk with your partner about which 10 it would be rounded to. 18. Have students share out what they think would happen with a number like 85. 19. Then explain that the rule with rounding the number five is that we round to the next highest 10, even though the five is exactly in the middle. 20. Have students go back to their seats and do some practice problems on a worksheet. 21. Boys and girls, when you go home tonight, see if you can come up with other ways we use rounding in our daily lives. Tomorrow, well share some of the things we found. OTHER CONSIDERATIONS Materials: Mini whiteboards, dry erase markers, erasers, and worksheet This lesson was made up by me and based on the outlines and tools learned in class and what other students have seen done in their classrooms. By using the knowledge students have about place values, their understanding of estimating can be furthered and built upon in future lessons. Possible questions: o What would happen if you were asked to round to the nearest 100 instead of 10? o How can rounding and estimating be beneficial when doing other math? Classroom management considerations: o Students will know their math buddies before the lesson begins so there is no confusion during the lesson about who to talk to for the turn and talks. o Students will be called over to the rug by the table they are sitting at to provide a smooth transition. o Students will have their whiteboards with them when they come over to the rug and already know how to use them appropriately. Students are expected to respond well to the lesson because they already know their place values so this is just building upon the idea. The only misconception I think they may have is what to do with the five. Because it is in the middle,

students may forget to round it up instead of down. The lesson should not necessarily have to be repeated but depending on the ability of the students, rounding to the nearest 100 may have to be briefly introduced. DIFFERENTIATION For students who are struggling, they will be given a tactile mountain and a marble to work with so that they can visually see the marble rolling downhill towards the different 10s. This will help them not have to imagine it but actually see it happening. Students who are struggling will be given numbers like 31, 49, 52, and 68 to work with so that they can drastically see the difference in rounding. For the students who are able to grasp the concept quickly, they may be given three digit numbers and have to round to the nearest 10 or 100 using the knowledge they gained from this lesson. ASSESSMENT Throughout the lesson, students will be given an anecdotal assessment when answering questions on the board and working with their partner. Teacher will be looking for students to get answers correct or accurately explain why they are right or wrong with reasons for their answers While working with whiteboard, teacher will also walk around the class to work with students on an individual basis. Students will complete a worksheet in class based on their understanding of rounding and get 4 out of 5 questions correct.

Name: ____________________________________________ Date: _____________________________

Rounding
Directions: Using the rounding mountain, round the following whole numbers. Write the 10 that the number would round to.

1)

11 rounds to _________

5 4 3 2 1 0 6 7 8 9 10

2)

78 rounds to _________

5 4 3 2 1 0 6 7 8 9 10

3) 65 rounds to _________

5 4 3 2 1 0 6 7 8 9 10

4) 24 rounds to _________

5 4 3 2 1 0 6 7 8 9 10

5) 36 rounds to _________

5 4 3 2 1 0 6 7 8 9 10

Bonus: (Hint: round to the nearest 100)

143 rounds to _________

5 4 3 2 1 0 6 7 8 9 10