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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.);
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:
a hundreds chart;
Roll ‘N Round Record Sheet;
a sheet protector to place the hundreds chart in;
a dry-erase marker;
something to erase with (if sheet protector and marker are not available, students may use hundreds chart without writing on it);
pencil; and
exit card.
Each pair of students should have:
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.
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)
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)
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)
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.
Introduce Roll 'N Round Game. Go over list of materials and make sure they are distributed. (Slides 5)
Put students into pairs. It is ok if there is a group of 3.
Read directions one by one prior to playing game whole group. (See the teacher handout of the directions.) (Slide 6)
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)
When model is over, let pairs begin game.
Teacher should monitor game play and observe student actions. Look for correct use of rounding.
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.)
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?"
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.
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.