|Lesson Plan ID:
Up or Down? (Rounding Numbers)
This is a lesson in which students identify and demonstrate usage of the rules for rounding numbers to the nearest 100. Once the rules are internalized the students can extend the process of rounding number to 99,000,000.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
|ELA(3) ||13. Demonstrate the ability to follow multistep oral directions. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||9. Use technology tools to organize, interpret, and display data. |
|MA2013(3) ||10. Use place value understanding to round whole numbers to the nearest 10 or 100. [3-NBT1] |
|ELA2013(3) ||27. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W.3.6] |
|ELA2013(3) ||34. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [SL.3.4] |
use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.
|Primary Learning Objective(s):
The learner will demonstrate the rules of rounding numbers by rewriting numbers to the nearest 100.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
The teacher should be familiar with the basic rules of rounding prior to teaching the skill.
- Rounding makes numbers that are easier to work with in your head.
- Rounded numbers are only approximate.
- An exact answer generally can not be obtained using rounded numbers.
- Use rounding to get a answer that is close but that does not have to be exact.
How to round numbers
- Make the numbers that end in 1 through 4 into the next lower number that ends in 0. For example 74 rounded to the nearest ten would be 70.
- Numbers that end in a digit of 5 or more should be rounded up to the next even ten. The number 88 rounded to the nearest ten would be 90.
Students should be able to count at least to 100 prior to this lesson.
They also should have had practice in estimation to be able to understand the concept and necessity of rounding.
The teacher should introduce rounding numbers using the Rounding Numbers Web Lesson on the Interactive Whiteboard. This website is the aid for instruction and discussion. It first goes over when and why numbers are rounded. These rules and examples would be excellent for students to write in their AMSTI Journals before moving to Step Two.
Using the Rounding Numbers Web Lesson the students will practice rounding numbers. This should first be done whole group on the Interactive Whiteboard. Through teacher observation, students could be assigned to work in partners and/or individually for more practice as needed.
In Computer Lab or using POW Labs, the students will use the Rounding Numbers Web Lesson Play component to play the Rounding Game. Instruct the students to put their name on a note card and record their scores. When turned in this will provide assessment information for the teacher to use for further practice, remediation and/or extension.
Pair the students into mixed ability pairs. The students will work with paired partners to play The Sea Shell Rounding Game. This can be done in Computer Lab or POW Lab. The students will again use note cards to record the number of starfish each student earns. When turned in this will again provide assessment information for the teacher to use for practice, remediation and/or extension.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher observation and recording of note cards will allow the teacher to assess who has mastered the skill and/or who needs remediation.
An additional Rounding Numbers Lesson 2 is very specific for remediation problems and also has worksheets to put on the Interactive Whiteboard and/or reproduce.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: