Lesson Title: Rounding Round and Round

Grade: 4th
Name: Meredith Lane

A. Standards
CCSS.MATH.CONTENT.4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in
one place represents ten times what it represents in the place to its right. For example,
recognize that 700 70 = 10 by applying concepts of place value and division.
CCSS.MATH.CONTENT.4.NBT.A.2: Read and write multi-digit whole numbers using base-
ten numerals, number names, and expanded form. Compare two multi-digit numbers
based on meanings of the digits in each place, using >, =, and < symbols to record the
results of comparisons.
CCSS.MATH.CONTENT.4.NBT.A.3: Use place value understanding to round multi-digit
whole numbers to any place.
CCSS.MATH.CONTENT.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers
using the standard algorithm.

B. Objectives/Targets and I CAN Statements

Objectives:
Students will be able to write numbers in any given form.
o I CAN read and write numbers in standard, expanded, and word form up to one
million.
Students will relate real world applications to the concept of rounding.
o I CAN explain at least one way that I would use rounding in my everyday life.
Students will use place value knowledge to round numbers up to one million.
o I CAN round numbers, up to one million, to any given place value.
Students will be able to compare two or more numbers to one another.
o I CAN compare two numbers with digits up to one million and identify whether
they are less than, greater than, or equal to another number(s).
Formative Assessment:
Students will receive a half sheet of paper with three questions about place value and
rounding. Students will correctly complete three problems about place value,
comparisons, and the base-ten system as this formative assessment.

C. Lesson Management: Focus and Organization

Student Management:
Movement: Students can move around the room when playing the game, sitting where
they prefer with pillows, yoga mats, lap desks, bouncy balls, etc.

Active Student Participation: Students will participate in all parts of the lesson
whiteboard review, Zearn math chat, and the rounding game either individually or with
a partner.
 Classroom Management Focus: During the review part of the lesson, students will work
individually or in pairs to answer the questions posed. When asked a specific question,
students will raise their hand unless otherwise specified. The teacher will only call on
students who are following the expected behaviors. If students do not follow these
rules, the teacher will remind the student of correct behavior. If the incorrect behavior
continues, a recess monitor slip will be filled out.

D. Introduction: Creating Excitement and Focus for the Lesson Target

TTW tell the students that we are going to play a game the lesson.
To review previously learned material, TTW will pass out whiteboards to do practice
problems.
TSW get their own whiteboard and will write their responses to the questions,
showing how they got it with a picture or diagram.

E. Input: Setting up the Lesson for Student Success

Task analysis:
What information does the learner need? If needed how will it be provided?
How is the lesson scaffolded? (step by step lesson progression)
Pass out a whiteboard, marker, and eraser to each student.
Write a review problem on the board and show the students.
Students will work individually to figure out the answer to the problem, using
diagrams or pictures to support their answer.
Reference the anchor chart previously made if students are having trouble.
After the review period, pull up the corresponding Zearn lesson.
Have students call out the answers throughout the Zearn video.
After going over the lesson in person, students will break off into groups of two.
Explain instructions to the whole group before passing out the game pieces to each
set of partners.
Pass out Rounding Game, Rounding Mat, coloring pencils, and a die to each group.
Students will roll the die to come up with numbers, then decide what place value
they want their partner to round the number to by coloring the space a certain color.
Students will exchange game mats and complete the problems by rounding.
Once finished, students will exchange again and correct each others work.
After the game, reconvene the whole group.
As closure, review the I Can statements and ask students if they think they have been
met based on what theyve done in class today.

Thinking Levels: questions to engage students thinking

1. Remembering: Can you recall when to round up? When to round down?
2. Understanding: Why is rounding a helpful skill to have?
3. Applying: How could you use rounding in real life?
4. Analyzing: How does a number line help you compare numbers?
5. Evaluating: What are the pros and cons of rounding numbers?
6. Creating: How could you prove that your answer is correct?

Accommodations:
There will be three types of grade levels for the rounding game 3 rd grade for struggling
students, 4th grade for on-target students, and 5th grade for excelling students. Students with
the same game board will partner up with each other.

Methods, Materials, and Integrated Technology:

White boards
Dry erase markers
Erasers
Math packets
Document camera/projector
Zearn program
Rounding game
Dice

F. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and redirecting)
Model an example of standard, expanded, and word form.
Model how to show their work with a diagram or picture.
Write a question for the students to solve.

G. Checking for Understanding

Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
Build a number with the following parts: 30 + 4 + 700 + 2,000.
o 2,734
Write the number 529 in word form.
o Five hundred twenty nine
Round 63,589 to the nearest thousand.
o 64,000
Decide which number is greater than the other: 998,301 and 998, 310.
o 998,310 > 998,301
Turn to a partner to share answers!

H. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility accomplished?
 During the whiteboard review, the teacher and student do practice problems
together.
While playing games, students come up with their own numbers to round.

I. Collaborative (You Do Together) and/or Independent Practice (You Do)

What practices will be demonstrated/modeled?
Turn and share with a partner.
Correct each others work.
Independently do practice problems.

J. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?
The teacher will go through the lesson objectives.
The teacher will ask what kinds of questions reflect each objective.
The teacher will indicate how rounding will connect to the next math lesson.
o Today we learned _____, which will help tomorrow when we learn _____.

K. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?
The teacher will pass out a half sheet of paper to each student.
Students will work individually to complete the four questions, which will be
collected afterwards as the assessment.
If students can successfully complete the questions, the objects have been met. This
information will be used for future instruction.
1. Write the number 876 in the following forms.

Standard Form Expanded Form Word Form

2. Explain one way you could use rounding in your everyday life!

3. Round the number 34,289 to the nearest thousand.

4. Put the following numbers in order from least to greatest:

7,329 7,456 7,330 7,892
L. Reflection (to be discussed immediately following your lesson)
How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment data how will you change the lesson or instruction for the
next time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Were there any surprises?

(Revised/Edited by Elementary Team, 2014)