ALEX Lesson Plan

     

Roll 'N Round to Win

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Susan Jordan
System: Mobile County
School: Mobile County Board Of Education
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33010

Title:

Roll 'N Round to Win

Overview/Annotation:

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.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
8. Determine and justify solutions for two-step word problems using the four operations and write an equation with a letter standing for the unknown quantity. Determine reasonableness of answers using number sense, context, mental computation, and estimation strategies including rounding.
Unpacked Content
Evidence Of Student Attainment:
Students:
When given a variety of two-step word problems involving all four operations,
  • Apply understanding of operations to find solutions.
  • Use a model to represent the problem situation.
  • Write an equation to represent the problem using a symbol for the unknown quantity.
  • Explain and justify strategies and solutions.
  • Apply understanding of operations and estimation strategies including rounding to evaluate reasonableness of the solution.
Teacher Vocabulary:
  • Unknown quantity
  • Mental computation
  • Estimation
  • Variable
  • Reasonableness
  • Rounding
  • Expression
  • Equation
Knowledge:
Students know:
  • Characteristics of addition, subtraction, multiplication, and division.
  • Strategies for addition, subtraction, multiplication, and division.
  • Strategies for mental computation and estimating sums, differences, products, and quotients.
Skills:
Students are able to:
  • Use a variety of strategies to solve two-step word problems involving all four operations.
  • Write an equation to represent the problem context, and use a symbol for the unknown quantity.
  • Justify strategy and solutions using mathematical vocabulary.
  • Determine and justify reasonableness of solutions using mental computation strategies and estimation strategies.
Understanding:
Students understand that:
  • Mathematical problems can be solved using a variety of strategies, models, and representations.
  • Contextual situations represented by multiplication and division.
  • Reasonableness of solutions can be evaluated by using estimation strategies.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.8.1: Define the identity property of addition and multiplication.
M.3.8.2: Estimating sums and differences using multiple methods, including compatible numbers and rounding, to judge the reasonableness of an answer.
M.3.8.3: Apply commutative, associative, and identity properties for all operations to solve problems.
M.3.8.4: Identify a rule when given a pattern.
M.3.8.5: Solve addition and subtraction problems, including word problems, involving one-and two digit numbers with and without regrouping, using multiple strategies. M 3.8.6: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
M.3.8.7: Represent multiplication and division with manipulatives.
M.3.8.8: Recall basic addition and subtraction facts.

Prior Knowledge Skills:
  • Explain addition and subtraction problems using concrete objects, pictures.
  • Use multiple strategies to add and subtract including counting on, counting back and using doubles.
  • Create a number pattern.
  • Use multiple strategies to add and subtract including counting on, counting back and using doubles.
  • Recall single-digit subtraction facts.
  • Recall single-digit addition facts.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.7 Demonstrate fluency of multiplication using skip counting, multiples of numbers, number charts, arrays, etc.


Mathematics
MA2019 (2019)
Grade: 3
10. Identify the nearest 10 or 100 when rounding whole numbers, using place value understanding.

Unpacked Content
Evidence Of Student Attainment:
Students:
When given two-digit or three-digit number to round to the nearest 10 or 100,
  • Identify the ten or hundreds that the number falls between.
  • Plot the number on a number line between the tens or hundreds.
  • Identify the nearest ten or hundred and justify the answer.
  • Identify a possible value of the unknown number when instructed that an unknown number will round to a given number when rounding to the nearest 10 or 100.

  • Example: An unknown number will round to 340 when rounded to the nearest 10. Identify a possible value for the unknown number.
Teacher Vocabulary:
  • Place value
  • Round
  • Nearest 10
  • Nearest 100
  • Benchmark number
  • Midpoint
Knowledge:
Students know:
  • Values of the digits in the ones, tens, and hundreds places.
  • How to determine what is halfway between two multiples of 10 or 100.
  • Strategies for rounding to the nearest 10 or 100.
  • Use place value vocabulary and logical reasoning to justify solutions when rounding.
Skills:
Students are able to:
  • Round whole numbers to the nearest 10 or 100.
  • Identify a possible value for a number which will result in a given number rounded to the nearest 10 or 100.
    Example: What value will result in 270 when rounded to the nearest 10? Identify the possible values.
Understanding:
Students understand that:
  • rounding is determining which ten or hundred a number is closer to.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.10.1: Define rounding.
M.3.10.2: Round whole numbers from 100 to 999 using whole numbers from 10 to 99.
M.3.10.3: Model rounding whole numbers to the nearest 100.
M.3.10.4: Round whole numbers from 10 to 99 using whole numbers from 1 to 9.
M.3.10.5: Model rounding whole numbers to the nearest 10.
M.3.10.6: Identify the steps in rounding two- and three-digit numbers.
Example: Identify the digit that may change and the number to the right.
M.3.10.7: Round whole numbers from 1 to 9 and model to show proficiency.
M.3.10.8: Understand that the two digits of a two-digit number represent amounts of tens and ones.
M.3.10.9: Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value.

Prior Knowledge Skills:
  • Determine the value of the number in the ones, tens and hundreds place.
  • Recognize the place value of ones, tens and hundreds.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.10 Using vocalization, sign language, augmentative communication, or assistive technology use concrete materials and pictorial models to model whole numbers.


Mathematics
MA2019 (2019)
Grade: 3
11. Use various strategies to add and subtract fluently within 1000.

Unpacked Content
Evidence Of Student Attainment:
Students:
When given problems of addition and subtraction within 1000,
  • Fluently find sums and differences using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
  • Justify strategies and by relating the strategy to a written method and explain reasoning used.
  • Use estimation strategies to check for reasonableness and justify solutions.
Note: Standard algorithm for addition and subtraction is not a grade 3 expectation.
Teacher Vocabulary:
  • Fluently
  • Sum
  • Difference
  • Place value
  • Strategy
Knowledge:
Students know:
  • The relationship between addition and subtraction operations.
  • How conceptual models support and give understanding to procedures for addition and subtraction.
Skills:
Students are able to:
  • Use a variety of strategies to solve addition and subtraction problems within 1000.
Understanding:
Students understand that:
  • Strategies for addition and subtraction will vary depending on the problem.
  • Strategies can include place value, properties of operations, and the relationship between addition and subtraction.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.11.1: Define the commutative and associative properties of addition and subtraction.
M.3.11.2: Subtract within 100 using strategies and algorithms based on the relationship between addition and subtraction.
M.3.11.3: Subtract within 100 using strategies and algorithms based on properties of operations.
M.3.11.4: Subtract within 100 using strategies and algorithms based on place value.
M.3.11.5: Add within 100 using strategies and algorithms based on the relationship between addition and subtraction.
M.3.11.6: Add within 100 using strategies and algorithms based on properties of operations.
M.3.11.7: Add within 100 using strategies and algorithms based on place value.
M.3.11.8: Recall basic addition and subtraction facts.

Prior Knowledge Skills:
  • Add within 100, including adding a two-digit number and a one-digit number and adding two two-digit numbers.
  • Add within 20, demonstrating fluency for addition within 10.
  • Add and subtract within 20.
  • Identify place value for ones, tens and hundreds.
  • Read number names one through one hundred.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.10 Using vocalization, sign language, augmentative communication, or assistive technology use concrete materials and pictorial models to model whole numbers.


Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to:

  • Round 2- and 3–digit numbers to the nearest power of 10. 
  • Add ten 2- and 3-digit numbers to determine the greatest sum.
  • Understand the value and the place values of a number determines to which power of 10 it should be rounded.
  • Identify situations in which rounding estimation can be used.
  • Determine when rounding estimation is acceptable or when an exact amount is needed.
  • Understand what a nice number is. (A nice number is a number that is a multiple of 10.)

Student Essential Question: How do I decide what ‘ten’ or ‘hundred’ number is the closest for rounding and estimation?

Additional Learning Objective(s):

  1. Determine which two whole number powers of 10 a number falls between.
  2. Determine the lowest and greatest possible number that a nice number has been rounded from. (A number was rounded to 60. What is the least possible number it could have been?)
  3. Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Teacher:

  • Interactive whiteboard lesson (If interactive whiteboard is not available, use attached teacher pages for overhead, dry-erase board, or chart paper.);
  • Virtual Dice webpage prepared;
  • Laptop connected to interactive whiteboard (If teacher does not have a laptop for presenting, content may be written on the dry-erase board or chart paper.); and
  • Interactive white board (IWB) (If no IWB, teacher may use LCD with copies on transparency sheets, DE board or chart paper.).

Student:

Each student should have:

  1. a hundreds chart;
  2. Roll ‘N Round Record Sheet;
  3. a sheet protector to place the hundreds chart in;
  4. a dry-erase marker;
  5. something to erase with (if sheet protector and marker are not available, students may use hundreds chart without writing on it); 
  6. pencil; and
  7. exit card.

Each pair of students should have:

  1. One dodecahedra die 0-9 (number cards 0-9 that can be shuffled can be used if dice are not available).

Technology Resources Needed:

  • LCD Projector
  • Interactive Whiteboard
  • SMART Lesson (If teacher does not have SMART software, this lesson will not open. Please refer to directions for using overhead projector, dry-erase board, or chart paper.)

Background/Preparation:

Teacher

  • Go to virtual dice webpage, choose a 10-sided dice, then customize dice. Teachers need to enter the digits 0-9 on the 10 sides.
  • Set up laptop and interactive whiteboard for presentation of lesson.

Student

  • Should be familiar with a hundreds chart.
  Procedures/Activities: 
  1. Using the interactive whiteboard lesson, introduce the name of today's lesson and essential question (or objective for schools' that don't use an essential question.) (Slide 1)
  2. Use the next page and questions to discuss estimation. (Questions are, "When you do math like adding and subtracting in your everyday life, do you always have to have an exact amount? —Can you think of a time when you don’t have to know the exact amount?") (Slide 2)
  3. Along with students, discuss each scenario listed to decide whether an exact or estimate is needed. Make sure to ask students to justify their answer. (Slide 3)
  4. Talk about nice numbers, what they are, and why nice numbers are easy to work with. (Slide 4.) This includes ideas like they are easy to compute both on paper and mentally.
  5. Introduce Roll 'N Round Game. Go over list of materials and make sure they are distributed. (Slides 5)
  6. Put students into pairs. It is ok if there is a group of 3.  
  7. Read directions one by one prior to playing game whole group. (See the teacher handout of the directions.) (Slide 6)
  8. Model the game with the class using the interactive white board lesson. For the model, only 5 rounds will be done. Virtual Dice has 10-sided die that can be customized to digits 0-9. This page will be seperate from the IWB lesson. It must be set up prior to modeling. (Slide 7 & 8 and use virtual dice)
  9. When model is over, let pairs begin game. 
  10. Teacher should monitor game play and observe student actions. Look for correct use of rounding. 
  11. As students finish, let each pair come to the board and write their names and circle the name of the winner. (For early finishers, let students continue playing on the back of the record sheet even if they do not get to finish.)
  12. Follow-up discussion should include questions: "Looking at your record sheet, how much of this game is chance? How much is choice? What do you notice about the numbers where you had to go to the nice number that was less? What do you notice about the number where you got to go to the nice number that was most? What did you decide to do with the numbers that had a 5 in the ones place?"
  13. Provide exit slip for students to complete at the end of the discussion. 


Attachments:
**Some files will display in a new window. Others will prompt you to download.
  Assessment  

Assessment Strategies

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.

Acceleration:

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.

Intervention:

Explore the hundreds chart.

Practice rolling die to make numbers.  

Use a record sheet that does not require 10 rounds.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.