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This lesson is a hands-on, game-based lesson. It should be part of a larger unit of study on number sense, estimation, and/or place value. The lesson involves students in a game-based activity which gives them a concrete understanding of the relationship between number values, place value, and the accepted mathematical rule for rounding numbers.
This is a College- and Career-Ready Standards showcase lesson plan.
Primary Learning Objective(s):
Students will be able to:
Student Essential Question: How do I decide what ‘ten’ or ‘hundred’ number is the closest for rounding and estimation?
Additional Learning Objective(s):
31 to 60 Minutes
Materials and Resources:
Each student should have:
Each pair of students should have:
Technology Resources Needed:
Use included Exit Slip. Students should try to complete without hundreds chart, but may use if cannot complete without it. Questions 1-4 are two-digit numbers that are direct use of the activity. Number 5 is an extension item which will determine if students can transfer understanding of two-digit rounding in a three-digit number. Number 6 is a higher-order, critical thinking question. The last problem is to see if students can apply rounding in a contextual problem with addition.
If students can already round with two-digit numbers or without a hundreds chart, they can still play the game. Either they can complete the record sheet without using the hundreds chart or have them roll three times to make a three-digit number and round to nearest ten. In both situations, they should continue to write the two nice numbers the rolled numbers fall between.
Explore the hundreds chart.
Practice rolling die to make numbers.
Use a record sheet that does not require 10 rounds.
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.