Name: Patricia Van Lieu

Size: small

Grade Level: 3rd

Date: 2/29/16

Group

Subject/Lesson Topic: Rounding, graphing

Objectives: (TLW:) Round three digit numbers to the nearest ten, and construct a fully labeled
bar graph using the rounded numbers
Standards/GLEs:
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100
3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one and twostep how many more and how many less problems using
information presented in scaled bar graphs. For example, draw a bar graph in which each square
in the bar graph might represent 5 pets.
Contextual Factors: Small group lesson to be given in conjuncture with whole group lesson
about fractions greater than one. Students will review greater than one fractions before the whole
group lesson. Students who scored poorly on their go math rounding quiz, and are able to
correctly identify and state fractions greater than one will be pulled for small group.
The dry erase work will be done directly on the desk, by teacher only.
The classroom has a number of students who perform under grade level and have difficulty
reading tables. The classroom also has four ESL students. These students may have difficulty
transferring data from one table to another.
Teacher Materials/Resources:
List of player scoring records, one for each pair of students, attached
Stephen Curry. (n.d.). Retrieved February 27, 2016, from http://www.basketballreference.com/players/c/curryst01.html
Empty graph, two copies for each student, attached
Recording sheet for graph, one for each student attached
Rubric for completed graph, attached
Computer with internet access.
Dry erase marker.
Eraser
White board surface
Student Materials/Resources:
Markers, crayons, or color pencils
Technology Integration: If time allows, show students where the scores found online.
Family/Community Connection or Extension: Send each student home with an empty graph
for additional practice.

Pre-Assessment: Go math post quiz scores for rounding. Six problems using three digits to the
tens place were chosen. Previously made bar graphs were collected and scored according to this
lessons rubric.
Lesson Procedure and Activities:
Introduction: Tell students they will be creating a graph to represent three points shot made
and three points shot missed by NBA players. Ask students to predict which will be higher.
Show students empty graph. Ask how they will be able to graph numbers such as 111 since it
is not on the graph. Rounding to the tens place will be used.
Activities: Write a three-digit number on the desk/white board surface with dry erase
marker. If any students can correctly round to the tens place, have them begin rounding their
players scores. For students unable, do the following: have students identify the tens place,
write the preceding and following rounded to the tens place values, have students determine
which the original value is closer to. Once students seem confident in that procedure, show
them how the ones place determines if the number is rounded up or down.
Monitor students rounding their scores. Once all scores are rounded, show students empty
graph. Ask students the following questions while indicating where that information should
be written on the graph: What is this graph about, what do the numbers mean, what does each
column mean, and what do all the columns have in common. Once their graphs are labeled
the students should begin coloring their bar graphs.
Have students answer the following questions using their graph: How many more shots did
each player miss in comparison to shots made, which player has the smallest difference.
For the above questions the students should be looking at their graph and counting by tens to
find the difference.
Closure: Have the students discuss the last question: what does that tell you about these
players. Ask students which is easier finding the difference doing subtraction algorithms or
looking at the graph. Ask students why a graph is easier to understand than a table or list of
data. Ask students what other information they could make a graph about at home. Give
students empty graphs for additional practice. Dismiss.
Differentiation: For students who do not understand how a table is organized, record the players
name and pre rounded score for them. The focus should be rounding the scores and then
graphing them accordingly.
Formative Assessment/Evaluation: Objectives were met if students post assessment score is
higher than pre assessment. Use the following rubric

Rubric:
Has title in correct place- 1 point
Y axis is labled- 1 point
X axis is labled- 1 point
Columns labled individually- 1 point
Bar graph colored correctly- 1 point
Scores rounded correctly- 1 point each
NAME OF PLAYER
MICHAEL JORDAN
KOBE BRYANT
SCOTTIE PIPPEN
DEREK FISHER
STEPEHN CURRY
CARMELO ANTHONY
KEVIN DURANT
JOSE CALDERON
MAHMOUD ABDULRAUF

THREE POINT SHOTS

MADE
111
132
156
144
151
157
192
191
121

THREE POINTS SHOTS

MISSED
149
275
298
205
191
257
299
234
188