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LESSON PLAN: Rounding Off: Dear Teacher

This lesson plan teaches students in grade 3 how to round numbers to the nearest ten. It begins with an activity using a line of students pretending to be houses with numbers to demonstrate rounding up or down from numbers between tens. Students then practice rounding numbers on number lines and are shown examples of how rounding can be used to estimate answers to addition and subtraction problems. The goal is for students to understand that they round up from numbers halfway between tens and down from other numbers to find the nearest multiple of ten.

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Christian Dave Balasa
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242 views5 pages

LESSON PLAN: Rounding Off: Dear Teacher

This lesson plan teaches students in grade 3 how to round numbers to the nearest ten. It begins with an activity using a line of students pretending to be houses with numbers to demonstrate rounding up or down from numbers between tens. Students then practice rounding numbers on number lines and are shown examples of how rounding can be used to estimate answers to addition and subtraction problems. The goal is for students to understand that they round up from numbers halfway between tens and down from other numbers to find the nearest multiple of ten.

Uploaded by

Christian Dave Balasa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN: Rounding off

Subject Mathematics
Content Area Numbers, operations and relationships
Topic Rounding off
Concept Rounding off to the nearest ten
Educator Sharon Morgan
School Irene Primary School
Grade 3

Dear Teacher

I hope that the following lesson description will help to improve your teaching strategy in
your classroom. It was particularly designed with you the teacher in mind. The methods used
are fun, easy and cost effective. I hope you will find it useful and apply the methodology with
a positive and enthusiastic approach.

Before we can begin any lesson we must understand the following:

What is Mathematics?
Mathematics is a language that makes use of symbols and notations for describing numerical,
geometric and graphical relationships. It is a human activity that involves observing,
representing and investigating patterns and qualitative relationships in physical and social
phenomena and between mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking, accuracy and problem-solving that will
contribute to decision-making. ( quoted from the CAPS document)

Every Mathematics lesson should be hour 24 minutes per day for Grades 1 to 3.

Specific Skills
To develop essential mathematical skills the learner should:

• develop the correct use of the language of Mathematics;


• develop number vocabulary, number concept and calculation and application skills;
• learn to listen, communicate, think, reason logically and apply the mathematical
knowledge gained;
• learn to investigate, analyse, represent and interpret information (quoted from the CAPS
document)
Weighting of Content Areas in Foundation Phase

Weighting of Content Area Time


Grade 1 Grade 2 Grade 3 Time per
week
Numbers, 65% 60% 58% 120 minutes
Operations and
Relationships*
Patterns, Functions 10% 10% 10% 80 minutes
and Algebra
Space and Shape 11% 13% 13% 80 minutes
(Geometry)
Measurement 9% 12% 14% 80 minutes
Data Handling 5% 5% 5% 60 minutes
(Statistics)

Note: This lesson plan is only part of an entire daily Mathematics lesson.

You should include as part of this lesson plan:

 Counting
 Mental Mathematics
 Consolidation of concepts
 Problem Solving
 Group work
 Independent Activities


Content Area Topic Concept and Concept and skills for the Concept and skills for the
skills for the year Grade 2 year Grade 3
year Grade
1
Problem Rounding off in tens
solving
Techniques

Apparatus Pictures of houses


An umbrella
Number on cards

Definition Rounding off


/explanations Rounding off is the most familiar form of estimation. If a learner is a good
estimator his or her ability to round off should be flexible and well understood.
Before learners can use rounding off as a technique when adding or subtracting
they need to practise the technique first.
Rounding means reducing the digits in a number while trying to keep its value
similar. The result is less accurate, but easier to use.

Learners are expected to use the following techniques when doing context free
calculations:
o Building up or breaking down numbers
o Doubling and halving
o Number lines
o Rounding off in tens

Allow learners to choose the technique most comfortable for them. However, if
learners are using techniques that are not efficient they need to be guided to use
more efficient methods.

Teaching Learners need to understand that:


Method
35 is halfway between 30 and 40. We say that the nearest 10 to 35 is 40 because we
round up when the number is halfway between two tens.

Start with a story. We are going to work with houses today and it is very strange
that the houses that have multiples of ten numbers on them are always unlocked.
So if you walking along and come across a house number 10, 20, 30, 40, 50, 60,
70, 80, 90 you will find it unlocked and you can go inside. But remember you can
only use it in an emergency.

Drama:

Use a row of children. Let them line up shoulder to shoulder. They must pretend
that they are houses and a child leaves house number 7 and goes for a walk and it
begins to rain. She must run to the nearest ten for shelter. Ask the learners what
number she stopped at and at which number she started at. Ask the learner if it is
quicker to run to 10 or to 0 if you started at number 7. Always count to see which
way is quicker. Integrate direction left or right into your lesson.

1 2 3 4 5 6 7 8 9 10

Start here run here

40 41 42 43 44 45 46 47 48 49 50

Run here start here

Do this a few times using all the multiples of ten.


Please Note: This lesson was done with a Grade 1 Class but according to the new
CAPS curriculum rounding off is only introduced in Grade 3. However there is no
harm in teaching this strategy to help with calculation techniques earlier in the
Phase if the learners are ready.

Where would you use it? 9 + 8 10 + 8 = 18 - 1 = 17

38 + 7 40 + 7 = 47 - 2 = 45

References:

www.mathsisfun.com

www.superteacherworksheets.com

www.primaryresources.co.uk

www.sparklebox.co.uk/sa
Round up or down from the shaded number

30 31 3 33 34 35 36 37 38 39 40

10 11 12 13 14 15 16 17 18 19 20

70 71 72 73 74 75 76 77 78 79 80

50 51 52 53 54 55 56 57 58 59 60

20 21 22 23 24 25 26 27 28 29 30

40 41 42 43 44 45 46 47 48 49 50

60 61 62 63 64 65 66 67 68 69 70

90 91 92 93 94 95 96 97 98 99 100

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