Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Jasmine Stidd

Subject(s):
Math

Standard(s):
Number and Operations in Base Ten

Grade Level(s): 4th

2 4.NBT

Date:
Single/Multi-Day Lesson:
Single Day

Generalize place value understanding for multi-digit whole

numbers.
3. Use place value understanding to round multi-digit whole numbers
to any place.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of Standard
English grammar and usage when writing or speaking.
Writing Standards K-2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information
from experiences or gather information from experiences
or gather information from provided sources to answer a
question
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Rounding numbers to the nearest hundreds by using a line graph. (Principle)
II. LEARNING OUTCOME (Objective):
Students will round a variety of numbers to the nearest hundreds.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students learned how to round the numbers to the nearest hundreds, and will be able to recognize the
numbers on the number chart.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Students will watch a clip on YouTube about
rounding numbers in general all the way to hundreds. Students will be given a number line to look
at for reference. The clip will be paused at certain points for students to find the number on their
number line.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Why are numbers rounded?
a. Students will be given a few examples on why individuals would round numbers, and ask
the students if they could think of rounding. Is there ever a time when numbers shouldnt be
rounded? Give students a few examples of when it is absolutely necessary to have exact
numbers.
b. Students will be asked if they could think of any other ideas of when individuals would need
to be exact or could round. Teacher will write their ideas in the chart on the board
Step #2 Students will be taught how to use a number line.
a. Students will learn how to use a number lines. Show the students that the numbers are
getting larger. Ask if they can see two different patterns happening on the number line.
b. The Students will be instructed to talk with their partner about the patterns, and to write their
final answer in their math journal.
Step #3 Students will be taught the rules for rounding numbers
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a. Students will be shown that in base ten if the is 1,2,3,4 the number will be rounded down,
but if the number is 5,6,7,8,9,10 the number will be rounded up. We will practice will tens,
and then work on rounding hundreds. I will give the students a few number to label on their
timeline and have them point an arrow to the number they will be rounding to.
b. While the students are working on their in-class assignment, the teacher will walk around
the class.
Step #4 Practice rounding with a few numbers. 34, 163, 845, 493
a. A few numbers on the board with a graph under the number. The students will vote on if
they should be rounded up or down, by putting a post-it where they think the answer is.
b. Ask the class why they chose the answer they chose. Have the class.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
A half sheet of rounding number problems, to be completed on the number line, will be glued into
their math journals. The students will complete the work sheet and write about what they learned in
their math journals. (Practice and Reflection)
C. MATERIALS & RESOURCES:
Pencils
Number Line worksheet
Worksheets- sheet for their math journal
Math journals
Post-its
Video on YouTube
Glue
Posters
White Board markers

V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative: The teacher will listen to the examples given by the students when asked to answer the
questions.
Summative: A half sheet of rounding problems into their math journals. The students will complete the
work sheet and write about what they learned in their math journals.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
- Having the steps written on a chart to be read for reference.
- Visually seeing the processes a few times.
- Orally answering the teachers questions as a class as well as individually.
- Having an aide available for further assistance
VII. HOMEWORK (IF APPROPRIATE): None

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