p.

Lesson Plan Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences
Name

Hope Darcey-Martin

Lesson Title or Topic

Estimate sums and differences using rounding

Grade Level

3rd

Course Name or Content

Area

Math

Context

-This lesson fits into the larger unit of addition and subtraction within 1000.
Students have been working on bar models for finding the sum and
difference both with two bars and with a single part-part-whole model and
have been working on sums and differences (how many more than, less
than).
-This lesson contributes to the long-range learning objective of using mental
math, rounding and quick mental math strategies for determining in their
answer makes sense and increasing fluency.This lesson centers on
estimating which is a skill and concept that will be revisited in future math
concepts in school an to increase number sense. Estimation is a general life
skill as well.
-This group of students come from diverse backgrounds in terms of
development, academic ability and socioeconomic background. They have
developed a sense of inclusive in the classroom where help is freely asked
for and given.
Central Focus

The central focus of the lesson is for students to see the benefit of
estimating and making quick calculations. Students will use rounding by
tens and hundreds (understanding place value) to make numbers easier to
compute fluently and make reasonable estimates
State/National Content Standards (Common Core State Standards)

p. 2

CCSS.Math.Content.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10
or 100.
CCSS.Math.Content.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationship
between addition and subtraction.
Mathematical practices:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Develop procedural fluency
Objectives and Assessments
Learning Objectives

Formative Assessments Summative

Assessments

1. Review rounding of
numbers.

3. Exit ticket
1. Observe student
responses to
questions posed
during lesson and
workbook and fill out
observation chart.
Do students know how
to round by tens and
hundreds with two and
three digit numbers?
If students are unsure,
does incorporating a
number line help them
orient the rounding?
Are students able to
round correctly on the
workbook problems?

2. Understand when and 2. Observe student

why estimation is useful responses. Students
in context.
give thumbs up when
a given situation would
be appropriate for
estimation.
Fill out observation
chart. Are students able
to determine that a
situation such as
measuring out medicine
is not an appropriate

p. 3

time to estimate but

deciding how many
pizzas to get for a party
is an appropriate time
to estimate?

p. 4

3.Check for reasonable

answers to subtraction
and addition problems
using estimation by
rounding.

3. Workbook, guided
problem written and
solved on white board
and independent white
board estimates. Fill out
observation chart.
Are students able to
determine the best
strategy that is
appropriate for them to
quickly estimate an
answer?
Do they round by tens
but then are unable to
quickly use mental
math? Are they able to
then understand that it
might be better for
them to round by 100s
to increase fluency?
Were students able to
quickly use rounding
and mental math to
estimate for the white
board group problem?
Did they revert to paper
and pencil?
In the workbook is it
clear that they used
mental math and
rounding for the first
part and used the
algorithm for the
second part? Were they
able to determine if the
estimate is reasonable
when asked?
Were students able to
move from the concrete
in-context examples to
the examples out of
context (reason
abstractly)?
When students
struggled problem
solving what seemed to

3.Exit ticket- Three word

problems using three
digit numbers where
explanation of strategy
is required.

p. 5

help? Peer examples,

number lines, further
guiding questions?

Prior Knowledge

p. 6

-Student must know how to round to

the nearest tens and hundreds.

-Students must be able to complete

two and three digit mental math
subtraction and addition
calculations.

-During the initial question posed

during the lesson students will be
asked to round their guesses or
estimates to the nearest tens or
hundreds. If students are unable to
do this, I will encourage use of a
number line to remind students
when to round up and when to round
down.
-During the mini lesson and group
exploration I will monitor work on the
white board. If students are unable
to do the calculation without the
algorithm I will spend individual time
with them during the independent
work time (there will be multiple
support staff in the room). Students
can also benefit from hearing and
seeing their peers strategies.

Academic Language
Academic language function

In this lesson students will be describing their strategies for estimating. The
will also explain why they chose a certain strategy (rounding by tens or
hundreds) and explain situations where estimating would be appropriate.
Finally they will argue why a certain estimate would be reasonable or
unreasonable.
Language demands

Language supports

Place value, guess, estimate,

reasonable and strategy will be
used during the lesson.

During the intro activity the words

estimate and guess will be
discussed. Students will generate
definitions with teacher support if
necessary. Examples of guesses and
estimates will be given and
explained. Students have repeatedly
worked with place value but as they
will round by tens and hundreds the
terms will be used again. Students will
argue whether or not an estimate is
reasonable given the actual answer.

p. 7

Lesson Procedures: Instructional Strategies/ Learning Tasks

Opening and opening discussion 10 minutes

1. Students will gather on the rug with white board and dry erase markers
w/eraser sock. A jar full of corn puffs will be placed on a stool for all to see.
Students will be asked to take 1 minute to determine how many puffs are in
the jar and will be prompted to white their answer on the white board.
Students can see the jar from any angle as the teacher will turn it around for
them. After the time is up everyone will share their answer and the teacher
will write the answer on the large while board. Teacher will ask What do you
notice about these numbers?. Students will see the variety of answers. The
teacher will then ask how students decided on their answers. Since their
strategies/ or lack of strategy may not be easily identified, call on a variety of
people to ask how they came to their answer. If they did use their white board
and you see a strategy call on people with different strategies ending with the
addition strategy that will be discussed throughout the lesson. Take note of
which students used a strategy, what strategy was used and who did
not use a strategy. All strategies can be shared. Ask if anyone just guessed.
Then ask if anyone knows a word for an educated guess or when you figure
out a number that is about or a reasonable attempt. If students do not come
up with the word estimate write it down and explain that estimate involves a
strategy. Ask students if it seems like an ok situation in which to make an
estimate? Are we looking for an exact number? Do we need to?
Step-by-Step Procedures

p. 8

Read
Aloud
with
discus
sion
15
minut
es

Tell students you will now read a book that further explores estimating
and its purpose.
-Ask students to think about the strategies and situations used in the
book. Start reading Betcha! by Stuart J. Murphey.
-Stop to ask and answer questions as you read.
-Ask students what strategies the boys in the book used. Ask students
what they would do if they were in that situation.
-Take note of who shares ideas and strategies and who asks
clarifying questions.
-After reading the book ask for situations where using estimates would
make sense (determining how much pizza to get for their birthday
party, taking turns during a game, counting people at a sporting
event, during a shopping trip when you only have a certain amount of
money and you want to quickly assess what you can buy.
-Discuss appropriate (pizza example) vs. inappropriate (measuring
medicine) times to estimate.
-What are the benefits of estimating (hopefully students will say
when you need to calculate quickly, when you dont have pen or paper
or you cant really make an exact count (people at a concert).
-Tell students you will now try to figure out the best rounding
strategies to use for adding and subtracting numbers (referring to the
Betcha! examples where these strategies were used.
-As a review ask everyone to come up and round their puff
estimate to the nearest tens or hundreds place. If rounding is
incorrect draw a number line on the board and ask the student
to double check. Make note of who is having difficulty using
the quick assessment sheet. This also assess their fluency
with rounding and if it improves throughout the lesson.

p. 9

1.Project independent worksheet. Have students use their white

Explor boards to determine the answers to the questions. Circulate to see the
e
strategy that students are using and if they are able to use mental
math. If you see students writing down and calculating the
15
exact answer first, ask if there is a quicker way to find an
minite estimate. Remind them of examples from the book such as
s
rounding to the nearest 10s or 100s. Be sure to read the
questions aloud to help those who struggle with reading. This should
not impede their ability to participate fully. If the majority of students
are having trouble with the problem on their own, project the
reteaching problem where it gives an outline of how to organize the
rounding. It may help students who need a little more structure and
help organizing their steps and strategies. Ask students how they
proceeded to answer question and how they determined
whether or not the estimate that the specialist came up with
was reasonable. Be sure to ask students with varied strategies
(if some round by 10s or by 100s. Tell students that rounding by
either tens or 100s is how they will continue estimating for the lesson.
There is no right or wrong answer for the reasonable question but
students might argue that 100 is not extremely close to the 80
estimate, that the actual sum is 84, and that their estimate was more
reasonable. Another student may argue that in this situation being 15
books away from the actual amount isnt a big deal. Students will have
the opportunity to argue their position through discussion. Students
will then be asked to collectively generate a similar word problem
using subtraction with how many less then or how many more
than. Ask for volunteers to make one on the board. Have all students
try on their own and share strategies with the class, again making sure
to call on students who were successful and still figuring it out. This
will help validate all the students.
2. Have students try a problem out of context on the board (one
similar to the Singapore math workbook). Assess whether or not
students are able to move from problems with context to workbook
style problems where they check their estimates by doing the
algorithm next to it. Use the observation chart to asses students
strengths and confusion. Ask students why it might be helpful
to use estimates on a problem like this? If students are unable to
answer, tell them that it might be a good and quick way to determine
whether their exact answer is reasonable.

p. 10

3. Have students transition to their desks to work in their workbook.

This will help increase fluency with rounding and mental math
calculations. Circulate, making sure to reach students who had
been struggling in the lesson previously. If students are rounding
by tens but cannot compute quickly using mental math encourage
them to pick a different strategy (rounding by 100s) by asking if they
can think of a strategy that will allow them to compute more quickly.
Ask them to imagine they are in a situation where they need
to quickly assess, referring to the book if necessary. How
would they do it? Use the normative assessment chart to asses
students strengths and confusion. If students finish the worksheet ask
if they would like to help students who are struggling and encourage
them to write their own word problem using an appropriate situation in
which to estimate.
Closure

Review with students why estimation can be a useful tool in school and life.
Ask students if their strategy changed over the course of the lesson. Did
anyone start with one and then realize a different one would be faster? Tell
students how this can be used in real life situations but also as a way to check
their work in school, hw and on tests. Encourage students to keep track of any
time that they use estimates outside of school. Close by stating, Betcha will
notice useful times to estimate form now on!
Assign the exit ticket for homework. With the exit ticket, students will
demonstrate an understanding of estimating sums and differences by
completing brief constructed response items where they will have to describe
and explain their strategy to estimate and why its an appropriate situation in
which to estimate. Skills that students have been taught so far in this unit,
and will require them to use mathematical reasoning and apply mathematics
vocabulary to justify their thinking.
Differentiation
Universal Design

p. 11

This lesson is appropriate for the students in this class who cover a wide
range of abilities. The children's book supports visual learners and helps
everyone understand estimating in an engaging and approachable context
(multiple means of representation and engagement). Students also use white
boards to attempt problems both guided and on their own, workbook and a
real life word problem through the lesson (multiple means of action).
Discussion occurs during and after the book to help students make real world
connections. If students see relevance in a lesson or mathematical concept
they will be more apt to attend and engage. Students have the opportunity
explore estimating with a concrete example (jar of rice puffs) and are able to
seek assistance from their peers (multiple means of engagement). In the first
part of the lesson, students are unable able to use any strategy they want to
determine the number of puffs in the jar, even though later in the lesson
certain strategies are highlighted and encouraged based on the objectives.
However, students can choose throughout the lesson to round to an
appropriate place value in order for them to easily computer using mental
math. This choice allows them to achieve the same objective in a way that if
comfortable for them (multiple means of action and expression).
Students with Specific Learning Needs (to be completed below)
IEP/ 504 Plans (classifications/needs)

Supports, Accommodations, Modifications,

Pertinent IEP Goals

Three students have IEPs.

Specific IEP goals are unknown but

one student works with a 1-to-1 aide
who helps monitor his frustration level
and support with understanding
instructions. A special education
teacher will also be present during the
lesson to support the additional two
students with IEPS.

Other Learning Needs

Supports, Accommodations, Modifications

p. 12

There are several students who

struggle with math.

There are two students who need

extra challenge.

Students will have varied

opportunities to explore estimating
and will have a choice as to how to
round (by tens or hundreds) to allow
them to determine their individual
ability to use mental math. They can
be encouraged to adjust if the
strategy they initial choose is causing
frustration.

The two students who need extra

challenge will be able to share their
strategies with the class during class
discussion which allows them to take
the role of teacher. They can also
support their classmates by asking if
anyone needs assistance. If they finish
the workbook they can also create
their own word problem using an
appropriate situation involving
estimating.

Instructional Resources/Materials

-Book- Betcha by Stuart Murphy

-Projector displaying word problem sheet
-Projector displaying the step-by-step guided word problem sheet
-Jar with corn puffs for initial estimation question
-White boards and markers/erasers
-Singapore math workbook
-Exit slip for homework
-Quick formative assessment observation sheet
Theoretical Principles/ Research-Based Practices

Literature is an effective way to initially engage students with complicated

mathematical concepts. It helps students conceptualize in context. Once
students have a solid understanding in context they will then be able to move
to the more abstract. Using literature in a math lesson can also increase
interest, achievement and use of and understanding of mathematical

p. 13

vocabulary (Jennings, Jennings, Richey & Dixon-Krauss).

Literature can also improve students disposition concerning mathematics
(Hong).
References

Chan, A., Sadqi, E.Title: Reasonable Estimations. Summer Institutes for

Elementary School Teachers (SIEST).
Hong, H. (1996). Effects of Mathematics learning Through Childrens Literature
on Math Achievement and Dispositional Outcomes. Early Childhood Research
Quarterly, 11, 477-494.
Hong, K.T. (2003). Primary Math Workbook 2A U.S. EDITION. Marshall
Cavendish Int (S) Pte Ltd, Singapore.
Jennings, C.M, Jennings, J.E.,Richey, J. Dixon-Krauss, L. (1992).Increasing
Interest and Achievement in Mathematics Through Children's Literature. Early
Childhood Research Quarterly, 7(2), 263276.

Lesson Commentary

p. 14

-The central focus of the lesson is for students to see the benefit of estimating
and making quick calculations. Students will use rounding by tens and
hundreds (understanding place value) to make numbers easier to compute
fluently and make reasonable estimates
The long term goal of this lesson is to continue using mental math, rounding
and quick strategies for determining if their answer makes sense. Estimating
which is a skill and concept that will be revisited in future math concepts in
school an increases number sense. Estimation is a general life skill as well.
-The concept this lesson is trying to convey is that using rounding and mental
computation increases number sense. Mental math requires mathematical
flexibility in manipulating numbers so that they are easy to compute.
-The lesson is developing conceptual understanding by having students use
real world applications. Estimating makes sense and there are strategies and
steps taken to determine a reasonable estimate. Students integrate what they
know about rounding, place value and mental addition and subtraction.
-The lesson affords multiple opportunities for students to increase procedural
fluency since they are encouraged to use strategies that allow quick
computations. These strategies are discussed and tried multiple times.
-Mathematical reasoning is developed when students have to explain why
they rounded a certain way and how their estimate is reasonable or not
reasonable given the context.
-This lesson is appropriate for this group of students. Many previous lessons
have been broken up into ability grouping but this lesson offered students
both a whole class experience and independent, yet supported work. The
benefit of the whole class discussion is that it affords students the opportunity
to share and learn from their peers. Students who struggle with certain
concepts have the chance to try many times in addition to learning strategies
that their peers are using. The use of literature also will help engage students
who may feel distant from abstract mathematical concepts and reasoning.
The book helps to bring relevance and context to estimating and using mental
math.
-Students in third grade start to have a sense of money and shopping and
planning social events. They will see the relevance and benefit of using
estimates. Many students have told/written stories about shopping, parties
and sporting events. The idea that students can use math in such a practical
and time saving way will resonate with many students.
-Using literature to help mathematical understanding benefits students in
multiple ways. It can immediately engage students who may hesitate to
engage with math. It can also help put a concept into a context that the
students understand and introduce characters that are grappling with the
same mathematical concepts as them.

p. 15

-The class has created a very inclusive and accepting community where help
is often given and accepted by both teachers and students. This climate
allows for students to help each other without feelings of inadequacy or
judgement.
-The intro to the lesson involves a concrete object. This estimate jar
immediately gives children independence to formulate their own ideas
without teacher direction. They are able to use the 3d visual to begin thinking
about estimate strategies even before they are introduced to estimating. The
overhead projector allows students to work independently but have a sense of
community and whole group working in close proximity with their peers on the
same problem and sharing their idea. This gives a break from worksheet over
load (since they are using white boards).
-The lesson supports the development of language through the read aloud and
the multiple opportunities for discussion. Students help define and then
consistently see, hear and use words such as estimate, strategy and
reasonable in a mathematical context.
-I will have formative and summative evidence of students development of
conceptual understanding, procedural fluency and mathematical reasoning. I
will constantly be informally assessing students questions, answers, and
strategies while they are using the white board for whole class discussions. In
the middle of the lesson I will start filling out the formative chart that assesses
if they understand the difference between estimate, guess and exact answer,
understands situations where estimates are appropriate, can estimate sums,
can estimate differences and can explain their strategies. This will be
apparent by their workbook, discussions, and independent word problem
solving. It will be assessed with a summative exit ticket for hw where they
must use rounding, estimating, and explaining reasonableness for addition
and subtraction, all the components that they worked on during the lesson.

p. 16

Lesson Reflection
The intro activity with determining the number of puffs in the jar
seemed to really capture their attention which was interesting since they had
very little direction. When students feel safe not knowing exactly what to do,
it promotes creativity and critical thinking. The book also captured their
attention as they seemed to relate to the two boys and were invested in their
story. The lesson was appropriate for most of the students but they had
difficulty moving from in-context examples to the abstract. One student was
working in his Singapore math workbook and asked why they would estimate
in a workbook without a reason. It was honestly hard to give him a great
answer. The Singapore curriculum states that estimates can be used to check
the work on your algorithm but this seemed like a weak explanation. I had
certain limitations about what to teach and cover in the lesson and had to
incorporate the workbook. I think this confused several children.
Students presented their mathematical ideas many times during the
lesson. The first task was to determine the number of puffs in the jar. All
students generated a number and most students automatically used a
strategy of their own. One student said he kind of figured out how many
puffs were in a row and thought there were about 20 rows. He said he
calculated 20+20+20+20+20+20+20+20+20+20 to get 200. Another
student actually used multiplication and figured out about how many were in
a cross section then multiplied. These were two strategies that were
generated before the lesson really started. Another instance was when
students had to defend their answer about a reasonable estimate. They had
to explain how they rounded, estimated, calculated and how they qualified
reasonable.
One instance where I demonstrated high expectations is when I gave
everyone the same work, worksheets and problems. The students with IEPS
in this class are often given adapted worksheets. In this lesson the workbook
was not differentiated and they were not placed in ability groupings. With
support from teachers and peers they were able to reach the same objective
as everyone else.
One mathematical misconception I found was that some students
didnt see at first that rounding by 10s or 100s made a difference in terms of

p. 17

fluency of estimating. Some students had to struggle a bit before they

realized it made more sense for them to round by 100s.
I have a few different pieces of evidence. I was able to watch them
work on their workbooks and saw how as they went through the problems
they adjusted strategies and became more fluent, and were able to calculate
faster. They also made fewer rounding errors. I have evidence in their hw exit
ticket where students had to explain their work. I was able to compare this
with their similar question during the lesson to see how they were able to
expand on their explanations.
I felt that I still need to work on incorporating my ideas with the set
Singapore math curriculum and work to the best format for my lesson plans
with these students. They are so used to small group rotations and this was
the first math lesson that didnt use them. I was wary of trying something
new but I really wanted to try to whole group discussion. I realized that with
the time constraint the students really did need more instruction (that they
could have gotten if I had time for an additional mini lesson station). I did not
anticipate fully how difficult it would be for them to estimate out of context
and I dont think I gave the one students a very good explanation of why
they had to do it in the workbook context. I think I need to stick with the
format they are used to for math lessons however, I would like to possibly try
to incorporate the full class introduction and exploration before breaking into
groups. This way everyone can benefit from their peers but can still have
more individual attention at stations. I also need to continue to work on time
management. I tend to underestimate the time I can get through a lesson
and end up feeling rushed. To improve on this I can really sit down and
anticipate the extra questions, transition times, interruptions that are bound
to occur and plan accordingly.