Design for Learning

Instructor: Autumn Combs Lesson Title: The Round Up Curriculum Area: Math Grade Level: 3rd Date: November 12, 2013 Estimated Time: 40 minutes

Standards Connection:

Use place value understanding to round whole numbers to the nearest 10 or 100.
Learning Objective(s): When given five problems, students will round the numbers to the nearest tens place scoring a four out of five correct. Learning Objective(s) stated in kid-friendly language: Today class we are going to learn how to round numbers to the tens place. Evaluation of Learning Objective(s): At the end of the lesson, students will be given an assessment on rounding numbers to the nearest tens place. The assessment will consist of five problems with one number each. The students will be asked to round each number up or down to the nearest ten. To show proficiency in the subject, students should score four out of five answers correctly. Engagement: (Teacher will pass out hundreds chart) Who can tell me what this is? (Wait for appropriate responses) Thats right, this is a one hundreds chart. I want you to take out a marker and highlight the tens column. You can choose any color you want just make sure you get the tens column. Who can tell me which column they highlighted? (Teacher will use the Promethean Board to show a one hundreds chart. Allow students to come up and show which column they highlighted.) Ok, now raise your hand if you would like to share with the class which column you highlighted? (Wait for hands to raise. Call on student to share.) (Students name) will you please come to the front? Ok, now highlight for us on the Promethean Board which column you think is the tens column. Who has a different answer? (Wait for children to raise their hand. If anyone has a different answer, allow them to come to the front and highlight their row.) (Students name) come show us your tens column. Thank you. Are there any more answers that are different than these? (Wait for hands. If there are none, lead the class in a discussion of which answer is correct) Now which one is the correct tens column? Can each of you tell me why you chose the columns that you did? Thank you for sharing. (Hopefully by this time the student with the incorrect answer will have figured out what went wrong in his calculations and change his answer.) Ok, you want to change your answer? Explain to us why you are changing. Awesome! Now does everyone agree that this is the tens column? Good. We are going to use the one hundreds chart a little today in our math lesson. Lets go ahead and get started and you will see what I am talking about. Learning Design:

I. Teaching: (Teacher will explain what rounding is and why it is important) Who knows what rounding is? (Wait for appropriate responses). Rounding is what we use to make adding easier. It does not give us an exact number but it helps us make a quick guess at what the answer will be. Rounding is important because of how fast we are able to add numbers after they have been rounded.

When your mom goes to the grocery store, she is probably rounding the prices of her items so that she can have some kind of idea of how much money she will spend. Raise your hand if youre wondering, Ms. Combs, how in the world do you expect me to round a number? (Wait for response) Well Im glad you asked! There is a trick to rounding numbers to the nearest ten and we are going to learn it today. First we are going to make a foldable that will help us remember what we are supposed to do when rounding. As I talk, I want you all to fill in the steps on our foldable. (Pass out construction paper that will be used for the foldable) Fold your paper in half like a hamburger and cut two lines making three flaps. On the first flap write step 1 next flap write step 2, and on the last flap write step 3. (Wait for foldable to be made) Is everyone ready? Lets begin. When you want to round a number to the nearest ten, you take the number (Teacher writes number on Promethean Board) and underline the place that we are rounding to. You can write this under our first flap. (Teacher writes this step under her flap as a model) What place did I say we were rounding to? (Wait for appropriate responses). Thats right, we are rounding to the nearest TENs place so we will underline the tens place (Teacher demonstrates underlining the tens place in the number). Now you slide to the number behind it. (Teacher points to number behind the tens place). Go ahead and write this step on your foldable. (Teacher models by writing on her foldable.) If this number is a five or higher, then you round the number up to the next ten. If the number behind the tens place is lower than a five then you round the number down to the ten that begins the number. Now this can go on you last flap in your foldable. (Again, teacher models writing this step) So lets say that we have the number 13. First, I underline the one ten that I have, then I look to the number behind it. Its a three. Is that higher or lower than five? Lower. So I will round the number down to ten. Lets try one together. Get out a piece of paper. Write down the number, 66. Use your foldable if you need to. Look at it and try to figure out what needs to happen. (Teacher walks the room as children think about how to round the number) So altogether, what is the first thing that I do? Underline the six in the tens place. Then what? Who can tell me? (Call on student) Thats correct. I look to the number behind it which is a six. Who can tell me what I do now? (Call on student) Good, I look to see if it is higher or lower than five. Well, is it lower or higher? Altogether! Higher! Great. So which way will we round this number? UP! So when you round 66 you will round it up to 70. Good job. Now try the number, 45. (Allow students time to round the number by themselves. Once most if not all are finished, call on one student to tell you what they did as you write their steps on the Promethean.) So put your thumb to your chest if you were able to follow all the steps and round your number. Good I see a lot of thumbs! Ok raise your hand if you would like to explain to me how you rounded your number. (Call on student and allow them to walk you through their process while you take notes for the class to see) Ok so you underlined the four (Underline) then you went to the number behind it (Draw arrow to the five) and then you saw that it was a five so you knew that you had to round the number up. What is your final answer? 50? Put your thumb to your chest if this is what you found as well. (Check the room for thumbs and understanding.) Great work everybody! Now its your turn to practice. II. Opportunity for Practice: (Teacher will pass out paper to each student) Ok everybody, now you will get a chance to practice doing this on your own. First I want you to think of a two digit number that you really like. (Allow students a chance to think of a number to use) Now I want you to write it real big on the piece of paper that I gave to you. Try to fill up the whole sheet. (Walk around to make sure that all students are aware of the task. Help any that are confused.) Now hold your number high

in the air. Be proud! (Check that numbers are two digit numbers) Good. These look great. Now what I want you to do, is round your number to the nearest ten. You can turn your paper over to work the problem out if you need to. Round your number to the nearest ten and then, compare with your partners. I want you to notice who had to round up and who had to round down. (Allow time for class to talk to each other and think about which numbers are going up and which are going down.) Now there are tens numbers hanging around the room. I want you to find the number that you rounded to and tape your number to the wall with that number. Once you are there I want you to think about all the numbers that would go in that group and make a sign for that number. So if I chose to do number 13, I would round down to ten and I would hang my 13 with the ten. Then I would think of all the other numbers that could be hanging with number ten and Im going to make a sign for them. Someone give me an example of another number that I would hang up with my 13. (Wait for appropriate response) Number 12 would go with the ten because two is less than five. Good job! So go ahead and get started. (Teacher observes as the class practices rounding. At the end, have students sit down and go to each ten that was used. At each number, talk about the number that are there) Ok, lets start with number ten. On the wall we have 5, 6, 7, 8, 9, 11, 12, 13, and 14. Are these numbers correct? Why did we put 9 and 11 up? Are all of our numbers here? Talk about it with your elbow partner. (Allow time for students to talk) Can group 1 share your ideas with me? What about group two? (Make connections between what the two group said) Awesome job. I think you guys know what to do pretty well. III. Assessment: Great job today! Now I am going to pass out a small piece of paper that has five numbers on it. Your job is to round the number to the nearest ten. There is a spot beside the number where you write your answer. You can write on the paper if you need to underline and point to numbers that is not a problem. Try your best on this. If you have any questions, let me know. Once you are finished, bring it to me and have a seat. IV. Closure: (Begin after all assessments have been turned in) We have worked hard today havent we? Why dont you kiss your brain and pat your back for a job well done! Raise your hand if you can tell me what to call the thing we just learned. (Call on student) Youre right, it is called rounding and today we were rounding to the nearest tens place. Who can tell me what happens when the number that comes after the tens place is lower than five? (Call on student) Thats right we round down and when the number behind the tens place is five or bigger we round up. Great great job!
Materials and Resources: One hundreds chart (attached) Promethean board Computer Construction Paper Tape Numbers for the wall Assessment (attached) Rubric (attached)

Differentiation Strategies (including plans for individual learners): H: Students will have a chance to expand on this and think about rounding to the nearest hundreds place. L: Students will be able to use their foldable on the test if needed. They can also use manipulatives to help see the numbers that they are trying to round.

Data Analysis:

Reflection:

Samford University Design for Learning

Name: Rounding Numbers Instructions: Round the following numbers to the nearest tens place. 1. 34 ___________ 2. 65 ____________ 3. 12 ____________ 4. 58 ____________ 5. 29 ____________

Name: Rounding Numbers Instructions: Round the following numbers to the nearest tens place. 1. 34 ___________ 2. 65 ____________ 3. 12 ____________ 4. 58 ____________ 5. 29 ____________

Rounding Numbers Rubric 1. 2. 3. 4. 5. 30 70 10 60 30