LESSON PLAN:
Student: Sarah Mead
Grade Level: 3
Benchmarks:
Michigan Curriculum Framework
Benchmarks
And/or district curriculum
benchmarks
Objective & Purpose:
What do you want the students to
learn and be able to do as a result
of your instruction?
Materials:
What materials, supplies, books,
handouts, etc., do you need to
complete the lesson?
Anticipatory Set Activity:
How will you tap prior knowledge,
motivate student interest, set the
context for the lesson?
Input Activities:
What will you be teaching – what
information are you presenting?
How will you model the
skills/concepts you are teaching?
Activities integrated with other
disciplines:
Identify subject area –
MATH:
SCIENCE:
LANGUAGE ARTS:
SOCIAL STUDIES:
UNIFIED ARTS:
Guided Practice Activity:
How will you guide students in
their practice of the skills/concepts
you are teaching?
Theme/Subject: Math – Rounding
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the
nearest 10 or 100.
The students will be able to round whole numbers to the nearest 10
or nearest 100.
I can statement:
“I can round to the nearest 10”
*Students will work on rounding to the nearest 100 the following day.
The students will need:
 Math Journal
 Pencils
 Marker
 Quest folder
 Worksheets –
 Islands (circles)
 Blue paper (Long lines)
To start the lesson the students will need to get their math journals
out and we will do a launch question and discussion. This will start off
a math workshop.
Launch Question:
 What do you know about rounding? Why do you think we need
to know how to round?
Students will follow the Think, write, pair ,share format for this.
Flocabulary video:
https://www.youtube.com/watch?v=FveoFi09ILk
I will be teaching students how to round to the nearest 10 and the
nearest hundred.
We will review what the students already know about rounding.
To model rounding I will start with a classroom discussion then
physical movement along islands. – Following the I do, we do, you do
model for on the board and the for moving through the islands.
Once the students complete discussion and the island hopping
activity they will complete the island hopping worksheet and exit
ticket.
The students will be using language arts with this by writing in their
math journals about rounding. – Launch question
Physical education – the students will be standing up and hopping on
the islands to understand rounding
Math is the subject that I am teaching.
We will start by reviewing what the students already know about
rounding. I will create the rounding hill on the board. This will help
students to recall prior knowledge.
*Make sure to review any vocabulary to help ESL/ELL students

Independent Practice Activity:
What will students work on
independently?
Closure Activity:
How will you draw the lesson to a
close and review objective of the
lesson?
Assessment Activity:
What and how will you assess
what they learn?
Accommodations:
What modifications are needed for
my students with exceptionalities?
How will you accommodate those
who do not master the objective?
1-4 round down and 5-9 round up.
The students will be asked to move to a space cleared in the
classroom for a large numberline. The numberline will be created
with green islands that are 10’s (if you flip over they turn into 100’s).
Blue thin strips will connect the islands to signify the numbers in
between and to signify water.
The students will need to bring with them: math notebook (for notes if
they choose), marker (Not blue), pencil or pen to write with.
The students will sit 2-3 per blue space (make sure they are long
enough to fit the number of students). They will be asked to write the
numbers between their 10’s (so if the students are between 10 and
10 they will write 11 -19 on the blue paper)
From there pick a number – 24, from there ask the students which
island is closer. The teacher will stand at 24, she will ask the students
which island is closer. Ask the students why they would say 20 over
30. Guide the student discussion towards rounding.
Teacher will ask the students for another number – repeat the
process twice
Teacher will have students lead the discussion and pick student
volunteers to stand in the “water” to then find the island that is closest
to them.
Relate it back to rounding.
Ask the students if they have any questions.
On a sticky note the student will give the teacher their sticky note with
the level of understanding (1:I need help – 4: I feel confident and can
help someone) Along with their name.
*This will help the teacher to know where to start when walking
around during independent activity time)
Students will work on their island hopping worksheet on their own for
an allotted amount of time and with a partner for the remainder of
time. This will allow the teacher to make her rounds with struggling
students.
The students will be welcome to stand up and use the islands or
draw the islands on their page.
*See accommodations for low math students and high math students
Fast finisher students will work on their math quests. (See separate
sheet – allows for continuing of math skills)
Our closure activity will be reviewing the independent practice
worksheet as a class. If a document camera is available the teacher
will fill out the worksheet while students pair – share out their
answers.
The students will complete an exit ticket to demonstrate their
understanding of the material presented today.
At the bottom of the page the students will also be asked their level of
understanding of the topic – also a space for if they still have
questions on any of the material presented
They will turn this in to the teacher (black tray)
The teacher will start with the students who are at the lower level of
understanding to help them understand the concept. She can pull a
small group if the students are known to struggle.

Culturally-Responsive
Teaching/Awareness:
What modifications might be
needed for my students with
different cultural backgrounds?
Allow high math students to attempt a challenge page that is a
preview of what is to come the following day of rounding to the
nearest 100. They can also work on a math quest that is at their
level.
The teacher will make sure to allow enough wait time for students
who are ELL/ESL. She will also make sure to clearly explain terms so
that the students are able to understand material being presented.
If a student is struggling and in need of a partner for the work to co-
construct knowledge allow the ESL/ELL students to work with a
partner.
If a student needs a translator – make sure the student has one that
is ready and charged to help them.