# 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 EquationKnowledge: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 MidpointKnowledge: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 StrategyKnowledge: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?

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.); andInteractive 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; andexit 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 ProjectorInteractive WhiteboardSMART 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: TeacherGo 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.StudentShould be familiar with a hundreds chart.
Procedures/Activities: