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GRADE: 4th Grade

SUBJECT: Math
LESSON & UNIT TOPIC: Lesson 5-5: Multiplication: Using Rounding to Estimate
TIME FRAME: 45 Minutes
Introduction & Hook: 5 minutes
Whole Group Instruction: 10 minutes
Guided Practice & Independent practice: 15 minutes
Model closing activity: Educreation: 5 minutes
Educreation formal assessment activity: 10 minutes
NJCCCS INDICATOR(S):
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
ENDURING UNDERSTANDING:
I want my students to understand that rounding is used to estimate solutions to multiplication problems.
Students will understand that numbers can be approximated by numbers that are close. Numerical
calculations can be rounded by replacing numbers with other numbers that are close and easy to compute.
ESSENTIAL QUESTION(S):
When is it appropriate to use estimation?
How do I make a reasonable estimation?
PERFORMANCE OUTCOME:
The students will be able to.
Reason abstractly and construct viable arguments in small groups
Use appropriate rules when estimating and multiplying in math problems
Model and explain the process of solving a math problem requiring them to estimate the product
of a 1-digit number multiplied by 2 or 3 digit numbers.

ASSESSMENT OF STUDENT LEARNING:

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Post-Assessment (Informal): Students will complete the Common Core 5-4 worksheet at the
beginning of the lesson, which reviews material previously learned. As they complete the
worksheet they will turn it in to be checked. If they make any mistakes they will have to make
corrections right away.
Formative Informal Assessment: Students will work in groups to discuss a problem. They will
have to determine whether $300 is more than Sarah really made or less than she really made.
Then they will have to decide together how you would determine about how much more or less
$300 is than the actual amount. I will be walking around the room, prompting students with
questions that will provoke further discussion and thought.
Formative Informal Assessment: Students will use slates to complete problems displayed on the
board. As they work on the estimation problems I will walk around the room observing,
assessing, and helping students.
Formative Informal Assessment: Students will work on the independent practice by completing
the problems in their math notebooks. I will be walking the room observing student work, helping
students in need, and assessing their progress. When they complete the independent practice I will
check the answers.
Formative Assessment: At the end of the lesson, students will use an app titled, educreations on
their iPads to solve a problem. As they solve the problem they will have to talk through the
process of how they round the numbers and then estimate the product of a 1-digit number
multiplied by a 2 or 3 digit number. The students will then email me their work. After class, I will
be able to assess students work and see where some are struggling and in what areas they need
further instruction.
CONNECTIONS: Describe how this lessons content and practice will connect to all of the following:

Prior Learning: In prior lessons, students have been learning how to identify patterns that occur
when the same 1-digit number is multiplied by multiples of 10 and 100. They have been using basic
multiplication facts and number patterns to multiply by multiples of 10 and 100, such as 3 x 600.
Students have also been learning how to break apart numbers to multiply 2-digit by 1-digit numbers
like 4 x 632. They have learned to use the distributive property to break apart the numbers. Students
have also learned in prior lessons how to round number according to the place value.

Content and Instruction in other subject areas: The concept of using rounding to estimate can be
applied to other subjects. The students read AR books every month on their own and maintain a log

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of the amount of pages they are reading. They will be able to estimate how many pages they need to
read each night. I will include a math problem focusing on stray dogs in Cape May County to
connect the novel with the math lesson and show how estimating can be used in all areas of life.

Varied Cultural Perspectives and/or Contributions: I will be including a math problem focusing on
the amount of stray dogs in Cape May County and the amount of stray dogs adopted in the past five
years. This information will help students realize that many dogs are homeless and need loving
families to take care of them. Hopefully it will raise awareness and cause the class to want to get
involved in helping find homes for stray dogs.

Students Daily Lives: Students will be able to understand how estimating can help them in their
daily lives. Such as when dealing with money and purchasing items at stores. They will need to
estimate how much they need for a particular item. In real life, estimation is part of our everyday
experiences. Students will be able to understand that this concept can be applied to their lives.

Learning Community Principles: Students are always taught to help each other. Hopefully
throughout the lesson if students are struggling they will help one another to comprehend the task at
hand. The small group interaction will also open the door for students to share ideas and help one
another gain understanding. They are all working together towards one goal.

TEACHER RESOURCES:
enVision Math Common Core Topic 5: 5-5 Lesson
educreations
Animal Intake and Disposition Survey
Resources:
Educreations. (2014). Retrieved from https://www.educreations.com
Pearson Success Net. (2014). enVision Math Common Core Grade 4:Topic 5. Retrieved from
https://www.pearsonsuccessnet.com/snpapp/learn/navigateIDP.do?method=toc&newServiceId%2
0=10363&product_isbn=0-328-70276-5

New Jersey Department of Health Infectious and Zoonotic Disease Program. (2013). Animal
Intake and Disposition Survey. Retrieved from
http://nj.gov/health/cd/documents/animaldisp13.pdf

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LIST OF STUDENT MATERIALS:
Common Core 5-4 Worksheet, obtained from enVision
11 Slates, 11 Dry Erase Markers, 11 Erasers
11 Math Notebooks
Independent Practice, obtained from enVision
11 iPads
Directions for using educreations
5-5 Math Worksheet

LEARNING EXPERIENCE
Hook
You have learned about rounding and breaking apart numbers to multiply. Today, you
will learn to estimate products when you multiply greater numbers. Were going to learn
how to using rounding to help estimate solutions to multiplication problems.
I have a challenge for you, we have to figure out how many stray dogs there have been
in Cape May County in the past five years and how many have been adopted. In real
life, estimation is part of our everyday experience.
Content
1. Before we try to solve our problem on stray dogs, describe a situation in which you
might need to estimate when you multiply. (Answers will vary)
2. Lets review rounding. Round 3,627 to the nearest thousand. What is the first thing we
do? What rules do you use to round? Now, lets round 2,248 to the nearest thousand.
3. We just started reading, A Dogs Life By Ann Martin, an autobiography about a stray
dog. I wanted to find out how many stray dogs we have had Cape May County in the
last five years and how many have been adopted.
4. The problem: Every year there are 659 stray dogs in Cape May County that are brought
to the shelter. Estimate to find out how many dogs there have been in 5 years.
5. I will have students share their methods of estimating and their answers. I will write the
number sentence on the board, 5 x 659 and then ask the students to round 659 to the
nearest hundred. 5 x 700 = 3500

6. Next, I will have the students discuss in their groups whether this estimate is more than
or less than the exact answer. I will then have them decide together how you could
determine about how much more or less 3500 is than the actual amount.
7. I will then pose another problem how many stray dogs are adopted in five years. There
are 320 dogs adopted each year. Estimate how many dogs are adopted in five years.
8. Ok, what would 320 be rounded to? Explain how you did that. Now what do we do
next?
9. Next, I will move onto another problem: Sarah earns $238 a week babysitting. She has
saved all of her money for the past 6 weeks. Estimate to find about how much money
she has saved? 224 is rounded to 200. 6 x 200 = 1200
Rounding is another way to estimate and gives students an easier problem they
can solve. Students frequently use estimation only with problems, which specify
that an estimate is needed. I will encourage students to estimate answers to all
problems in order to check that their answers are reasonable. In this lesson,
students will round the larger factor to estimate the product of a 1-digit by 2- or
3-digit multiplication problem.
Most often, the larger factor will be rounded to the nearest 10 or 100 and
students will be able to apply what they have learned about multiplying by
multiples of 10 and 100 to estimate the product.
Some students will be able to solve these problems using mental math. If there
are some students struggling with the concept I will show them using a number
line to round the numbers.
Checking for Understanding
Explain the process you used to solve the problem.
Is it always necessary to get an exact answer to a problem?
What rules do you use to round?
Demonstrate how you solved the problem.
Guided Practice
I will ask the students to get their slates, dry erase markers, and erasers out to do some
estimation problems. I will have the students solve the problems on their boards and
hold them up to see how they are doing.

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I will use examples like:

6 x 125

39 x 5

538 x 3

7 x 314

2 x 97

3 x 4523

9 x 48

The students will answer the problems on their own and then I will review once all the
students are finished writing on their slates.
If students are struggling I will reteach the rounding and review basic facts and
multiplying by multiples of 10.
Independent Practice I will post the independent practice on the smart board and have
students complete numbers 11-34 in their math notebooks. As students work on the problems I
will rotate around the room to observe student work and help students in need. This will indicate
to me whether students can apply the content and meet the stated outcome.
I do not have any students with special needs nor English language learners. However, I
do have students with varied academic strengths. For students who struggle with
mathematical concepts and multiplication I will give them extra time and offer assistance
as they work on their independent practice.
Closure I will close the lesson by having students retrieve their iPads from the cart and
logging onto an app called, educreations. I will model for the students the task I want them to
accomplish. I will say, to sum up our lesson on rounding to estimate I would like you to
become the teacher and pretend that I am your student. As you solve this problem on the app
talk through the process of how you are solving it. Explain each step. When you are finished
email them to parry@shesnj.org. This activity will be a wonderful formative assessment and
will help me gauge which students understand and who still needs further instruction and help. I
will close by saying, In this lesson, you have used rounding to help estimate solutions to
multiplication problems. I will also assign the homework, which is 5-5 Math Worksheet.