Student Teaching Lesson Plan Template Fall 2017 Final

(Indirect Instruction / Discovery Learning)

Subject: Math Central Focus: Rounding whole numbers to the nearest 10 or 100.

Essential Standards/Common Core Objective (2): Date submitted: 10/29/17

3.NBT.1- Use place value understanding to round Date taught: 10/30/17
whole numbers to the nearest 10 or 100.

Daily Lesson Objective (1): Students will understand simple situations in which to round up to the next 10 or down to
the previous 10, or round up to the next 100 or down to the previous 100. Students will be expected to answer three
questions at the end of the lesson with 80% accuracy, students must get 4/5 questions to reach the objective.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)
Problem Solving and Critical Thinking Language Function: Estimate, Rounding, Nearest 10, Nearest 100.

Prerequisite knowledge and skills Global Awareness (1):

needed (1): Element IIId: Teachers make instruction relevant to students.
Concept of rounding or estimating

Activity Description of Activities and Setting Time

1. Engage (3) Present this question to the class: "The gum Sheila 5 min
wanted to buy costs 26 cents. Should she give the
cashier 20 cents or 30 cents?"

Have students discuss answers to this question in pairs

and then as a whole class. Mention that we will come
back to this problem.

After some discussion, introduce 22 + 34 + 19 + 81 to

the class. Ask "How difficult is this to do in your head?"
Give them some time to think. Say "If we changed it to
be 20 + 30 + 20 + 80, is that easier?"

2. Explore (3) The teacher then will draw 2 simple hills on the 10-15 min
blackboard. Write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
and 10 so that the one and 10 are at the bottom of the
hill on opposite sides and the five ends up at the very
top of the hill. This hill is used to illustrate the two 10s
that the students are choosing between when they are
rounding.

Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty

 The second hill will have the numbers 0, 10, 20, 30, 40,
50, 60, 70, 80, 90, and 100 so that 10 and 100 are at the
bottom of the hill on opposite sides and the 50 ends up
at the top of the hill. This hill is used to illustrate the
two 100s that the students are choosing between when
they are rounding.

Tell students that today the class will focus on rounding

numbers to the nearest 10 or 100. They have two
choices with a problem like Sheilas. She could have
given the cashier two dimes (20 cents) or three dimes
(30 cents). What she is doing when she figures out the
answer is called roundingfinding the closest 10 to the
actual number.

With a number like 29, this is easy. We can easily see

that 29 is very close to 30, but with numbers like 24, 25
and 26, it gets more difficult. Thats where the mental
hill comes in.

Ask students to pretend that they are on a bike. If they

ride it up to the 4 (as in 24) and stop, where is the bike
most likely to head? The answer is back down to where
they started. So when you have a number like 24, and
you are asked to round it to the nearest 10, the nearest
10 is backward, which sends you right back to 20.

Explain that the mental hill can be used when rounding

to the nearest 100 also. Demonstrate how the mental
hill can be used to round 142 to the nearest 100.

Continue to do the hill problems with the following

numbers. Model for the first two and then have
students do the rest in pairs: 12, 128, 431, 49, 286 and
73.

While students are working on the four problems in

pairs, pass out a small whiteboard and a marker to each
pair.

3. Explain (3) Once students have finished working in pairs, bring the 7-10 min
class back together. Have the students hold up their
first answer on their small whiteboards. Teacher then
demonstrates the answer using the hill on the large
Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty
 whiteboard.

*Teacher continues this process for the rest of the

problems.

The students will be able to understand in which

situations when to round up to the next 10 or down to
the previous 10, or round up to the next 100 or down to
the previous 100.

4. Elaborate/Extend (3) At the end of the lesson, give each student a flashcard 10 min
with three rounding problems:

1. Sally received 357 pieces of candy for

Halloween. About how many pieces of candy
did Sally have?
2. Mr. Baker has $74. Estimate how much
money Mr. Baker has.
3. Alex has 14 pencils. Lisa has 126 pencils. About
how many pencils do Alex and Lisa have
altogether?

Have students complete this flashcard individually.

5. Evaluate (Assessment methods) (3)

Formative assessment- The teacher will be asking
questions throughout the lesson to check for
comprehension and understanding. Students will be
given a flashcard with three problems and are expected
to complete it with 80% accuracy. The first two
questions are worth one point each. The third question
is worth three points (one point for rounding each
number and one point for adding the two numbers
together).

Summative assessment- No summative assessment.

Out of 12 students, 1 student reached the objective.

Two students got 2/5 questions correct. One student
got 1/5 correct. The students that did not reach the
objective didnt understand how to round 14 to the
nearest 10 and 140 to the nearest 100 and then add
those two rounded numbers together. The one student
that did reach the objective understood how to round
Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty
 10 to the nearest 10 and 140 to the nearest 100, but
didnt add the rounded numbers together.

Student(s) & Student/Small Group Student/Small Group

Modifications/Accommodations (2): Lower Students Higher Students

1.
Differentiation: Differentiation:
For lower students, continue For higher students, give them
2. working with two digit numbers and problems with the numbers:
rounding them to the nearest 10. Use
3. the hill visual again. 189
151
234
185
347

Have the students round those

numbers to the nearest 10.

Materials/Technology (1): whiteboard, small whiteboards for students, markers, pencil, notebook paper, flashcards,
Power Point with problems on it

Reflection on lesson: I think the lesson went well. Students understood how to round numbers to the nearest 10 or 100
when we worked together as a class. However, students were not understanding how to round numbers for the three
word problems that they were given as an assessment. Students were confused about the use of the words estimate
and about. I shouldve gone more in depth with explaining the words estimate and about and practiced a word
problem with the students.

CT signature:____________________ Date: __________ US signature: ______________________ Date: ____________

https://www.thoughtco.com/rounding-lesson-plan-4009463

Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty

Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty
Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty
Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty
Draft revision shared with faculty: 2/15/2017 TPALs + emailed to faculty