Direct Instruction Lesson Plan Template

Topic: Rounding to the Nearest Hundred Grade Level: 3rd BYU-I Student Name: Kelly Sheehan

Lesson Type: Performance Level: Group Size:

#1 in a series New Material Isolated Below On Above Whole Small Individual
Re-teaching Review
CCSS: CCSS.MATHCONTENT.3.NBT.A.1: Use place value understanding and properties of operations to perform multi-digit arithmetic.
CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.

Objective/s: Using a number line, whiteboard and a worksheet, students will be able to accurately round 3-digit numbers to the nearest
hundredth.
Assessment Plan: Using a worksheet, students will be able to round ten 3-digit numbers to the nearest hundredth, getting at least 8 correct.

Key vocabulary terms and definitions: Estimate: Tells about how many or how much, and it is used when an exact number/measurement isn’t
needed, or when there isn’t an exact number.
Round: The process of changing the number to the nearest 10, 100, or 1000 to make calculations easier.
Materials:
o Number Line (100-700)
o Whiteboards
o Erasers
o Markers
o Worksheets
o Flash cards with 3-digit numbers written on them
Technology Integration:
o 3-digit numbers will be projected on the board for the students to round on their whiteboards.
Differentiation/Accommodations: Provide a couple examples on the board for students to reference. Allow students to refer to one friend for
help.

Extend Support

Management

Behavioral Expectations: Transitions: Counting down, whichever table has Fast Finishers: Worksheets are face down on desk
1. We will review the listening procedures, their materials out and are sitting quietly and pencils are down, then students can read
 students will wait for materials to be silently at their desks.
distributed
Attention Signal (Regain Student Focus) Hakuna- Material Management One quiet student from Grouping Groups of 4 at desks
Matata each group will get whiteboards, markers, and
erasers for their groups. The worksheets will be
passed out by the teacher. Flash cards will also be
passed out by the teacher.

Sequence of Lesson

Time What the teacher is doing What the students are doing
2 min Orientation (Anticipatory Set, Attention Grabber, Hook) “In the Neighborhood:” There is a Students are quietly engaged and listening
neighborhood of 5 little families. The families are named 100, 200, 300, 400, and 500. One day a to the story while sitting at their desks.
rolly-polly round little boy named 312 comes to the neighborhood looking for a place to live. He
wants to go to the house that she is closest to. He knows that he is more than 300, but less than
400, but he doesn’t know which house to roll to. He asks a friend, who tells him that he is closer to
300. So the rolly-polly round 312 rounds to the 300 family. (Story credited to Jen on
http://mathcats.org/ideabank/rounding.html)

6 min Activate Prior Knowledge Ask the students if they know the definition of estimate. Then ask them Students are raising their hands and waiting
to provide examples of real life examples of when they could use estimation. to be called on to give their answers.

12 min Input & Modeling (Sequential step-by-step instruction) Students are sitting at their desks,
‘I do, We do, You do’ model. participating when asked to provide
I. I do – Fill in any gaps in their prior knowledge of estimating. Explain that rounding numbers answers. They are being respectful towards
makes it easier for us to add or subtract. We are learning about rounding to the nearest their peers and the teacher.
hundred; in order to do this, we need to look at what digit is in the hundreds place. When
we round numbers, we can either round up or down. We have to see if the nearest
hundred is above or below our number, by looking at the tens and ones places; for
example, if we are rounding 105 to the nearest hundred, the nearest would be 100, which
is below.
II. We do – Write several 3-digit numbers on the board with space underneath to write the
rounded number. Ask the class what digit is in the hundreds place and underline it. Then as
a class, decide whether or not we need to look above or below the number. Once an
answer has been reached, write the rounded number in the space below.
III. You do – A flash card with a 3-digit number written on each side will be given to each
group. As a group, students will determine the rounded number for their two numbers. Call
on a quiet student from each group to provide the answer for their first number. Call on
 another student for the second number.
7 min Check for understanding (Needed throughout the lesson procedures, not just at this point, but Students are standing by the number they
also after guided practice.) A number line will be placed on the floor that has 100, 200…700 believe is the rounded number. When
represented. Provide the students with a 3-digit number and ask them to stand by the number they asked, they provide their reasoning.
believe is the rounded number. Ask them for their reasoning behind choosing the number.

5 min Guided practice: (Tell how you check understanding of each student during guided practice.) 3- Students will be writing their answers on
digit numbers will be projected on the board, one at a time. Students will be asked to round the whiteboards at their desks. When asked,
numbers to the nearest hundred on their whiteboards. Count to 3 and then ask the students to they will show their boards to the teacher.
show their whiteboards. Provide feedback, as well as ask for reasoning behind certain answers. They won’t be bothering their neighbors.

3 min Closure/Summary: Quickly review how you look at the digit in the hundreds place to determine Students will be sitting at their desks
where you want to round the number. Then look at the tens and ones places to determine if you listening and preparing for the next activity.
need to look above or below the number. Tell the students they will now work on a worksheet in
which they need to get at least 8 out of 10 correct.

10 min Independent practice: Students will be given a worksheet that has 10 3-digit numbers on it. They Students will be quietly working on their
will use the time to accurately round at least 8 of the numbers to the nearest hundred, correctly; worksheets at their desks.
writing their answers on the line next to the numbers.

2 min To be collected: Worksheets will be gathered in the middle of each group and will be picked up by Students who are returning materials are
the teacher. One student from each group, starting with the group that is sitting quietly with their quietly walking to put them away. The other
materials ready to be put away, will return the whiteboards, markers and erasers. students are sitting at their desks preparing
for the next activity.
Reflection: To be typed in a separate 4 paragraph paper and handed within a week after lesson is taught.
1. Whether the students were able to do what your objectives said- Cite evidence in your paper.2. What went well during the lesson and why it did so- Give specific examples of what happened during the lesson so that
a person who was not there could “see it” in their mind’s eye.3. Explain specifics of what you would want to improve if you were able to do this same lesson again and general ideas learned from this lesson that will help
your future lessons go even better. Give specific examples of what happened during the lesson so that a person who was not there could “see it” in their mind’s eye.

Topic: The main theme of the lesson.

CCSS: Common Core State Standards.
Objective: (SWBAT) audience, behavior, conditions, and degree.
Assessment: How to determine if the objective has been met—the evidence.
Accommodations: What will you do to give every student a chance at success? Especially those with special needs or IEPs? Will some students be given adaptations to complete the assignment? Maybe they will be allowed to perform the assessment orally instead of in writing. Maybe a certain
student needs to complete fewer problems than the regular assignment. Some students might need directions to be read to them, or have an audio recording. This will depend upon the individual needs of the specific students you are teaching.
Orientation: AKA-Anticipatory set, Gain Attention, Introduction—This should focus students’ attention on what you are about to teach. It doesn’t need to be complicated or lengthy, but should directly relate to the input and modeling portion of the lesson, and should engage their curiosity,
establish a question to be answered, and/or peak their interest.
Accessing Prior Knowledge: How will you determine what students already know about the material in this lesson? How will you help students connect that prior knowledge to the new material in this lesson?
Input & Modeling: The teacher directly instructs and models the principle being taught. AKA-“I DO” or “TELL/SHOW”
Check for Understanding: The teacher informally (formative) assesses the students’ understanding of the new concept, and adjusts input accordingly. This allows you to evaluate whether they are ready to take on responsibility themselves or not yet.
Guided Practice: The teacher works with the whole group to practice the new concept. AKA-“WE DO” or “HELP”
Closure: Review what has been learned. Students should be able to articulate how to perform the new objective. The objective should always be reviewed here.
Independent Practice: Students will perform the objective on their own (or sometimes with a partner or in a group). Independent practice should always be the same skill modeled by the teacher, and practiced with guidance. AKA-“YOU DO” or “MONITOR”
Reflection: Teacher reflects on lesson: What went well? What needs to be changed if this lesson were taught again in the future? Were management strategies effective? Why or why not? Was the objective met? Does anything need to be retaught or reviewed?