Roundinglesson

Design For Learning
Instructor: Grace Culbreth and Steffani Baxter

Lesson Title: Fun With Rounding
Curriculum Area: Math
Grade Level/ Cooperating Teacher: 3rd Michael

Date: 4-10-15
Estimated time: 15 minutes
Standards Connection: 10.) Use place value understanding to round whole numbers to the nearest
10 or 100. [3-NBT1]
Learning Objectives: When given an exit slip students will be able to solve three problems
with 100% accuracy.
Learning objective stated in kid-friendly language: Today boys and girls we are going to be
working on rounding numbers.
Evaluation of learning objectives: The students will be given an exit slip after the lesson
where they will have to answer three rounding questions.
Engagement: Students will work as a table group to come up with a rounding song. Okay boys
and girls today we are going to make a song about rounding. I want everyone as a table to work
together to come up with a song that will help you all remember how to round. This song should
be short and informative. The students will be given time to collaborate together before
performing for the class. Now that everyone has finished I want you all to demonstrate yours for
the class. I will call them up by table to perform their song for their peers. Everyones song was
awesome great job boys and girls. The teacher will then transition into the teaching portion of
the lesson.
Teaching: 1, 2, 3 all eyes on me! Boys and girls today we are going to be learning rounding.
When we are rounding what do we need to do? The students will raise their hands and answer
appropriately. Very good we need to know which number we are rounding to. If we have the
number 25 and we are rounding to the nearest tenth which number would we circle? The
students will raise their hands and answer appropriately. Very good yes we would circle the 5
and what would we underline? The students will raise their hands and answer appropriately.
Very good we would underline the 2, so what does this mean? The students will raise their
hands and answer appropriately. Very good we are using the ones place which is the 5 to
round up the tens place which is 20. Why are we rounding up? The students will raise their
hands and answer appropriately. Very good! We round up because a 5 is in the ones place,
what is there was a 4 in the ones place? The students will raise their hands and answer
appropriately. Very good we would round 25 down to 20 because a 4 is in the ones place. Now
what if we were rounding 546 to the nearest hundredth? what number would be circle? The
students will raise their hands and answer appropriately. Very good, we would circle the 4, and
what would we underline? The students will raise their hands and answer appropriately. Very
good we would underline the 5, and what does that mean? The students will raise their hands
and answer appropriately. Very good that means that because the 4 is circled 546 will now
become 500. We do not round up because the number is less that 550. do you all want to try a
hard one? The students will answer appropriately. Okay lets round 2,457,809 to the nearest
hundred thousandth. Which number would we circle? The students will raise their hand and
answer appropriately. Very good we will circle the 5, and which one would we underline? The
students will raise their hands and answer appropriately. Awesome! We would underline the 4,
so what does this mean? The students will raise their hands and answer appropriately. Very
good that means that this will now be 2,500,000. Why did we round up? The students will raise
their hands and answer appropriately. Very good because the number in the ten thousandths
place was a 5 which makes the hundred thousands place round up. So lets review this. if a
number is 4 or below what do we do? The students will raise their hands and answer
appropriately. Very good we round down! And what do we do if the number is a 5 or above? The
students will raise their hands and answer appropriately. Yes! Awesome! We would round up!
Can anyone think of a time would you would need to round in real life? I want you to turn and
talk to your partner and discuss a time when you would use rounding in your everyday life. I will
give the students time to talk and discuss with their partners. What did you and your partner
come up with? The students will raise their hands and answer appropriately. Very good ideas
everyone! Lets think about this one if 67,980 people visited the aquarium in one day, about how
many people visited the aquarium? Now why would we want to round this number? The
students will raise their hands and answer appropriately. Very good, because it makes the
number easier to understand. Rounding makes thinking easier!
Opportunity for Practice: The teacher will then tell the students how they are going to practice
for that day. The teacher will put a variety of problems on the board for the students to practice
rounding. For practice you all will get to practice rounding some more. I am going to put some
problems on the board and i want you all to round the numbers up. The first set of numbers you
will round to the nearest ten. The second set of numbers you will need to round to the nearest
100. The last set of numbers you all will need to round to the nearest 1000. Are there any
questions before you all get started? ( If there are no questions the teacher will have the
students get started.
Assessment: The teacher will then tell the students how they are going to be assessed
for the day. You all will be given an exit slip that will have a few rounding problems on there.
On the exit slip you will find one problem that needs to be rounded to the nearest tens, one to
the nearest hundreds, and one to the nearest thousands. The teacher will make sure there are
no questions before the students get started. Are there any questions before you all get started
for today? Once you all have finished please raise your hand and i will come pick up your paper.
Closure: The teacher will then have the students complete a 3-2-1 chart on what they learned
or remembered. I am going to give you all a 3-2-1 chart and on this chart you all will write down
3 things that you learned/ remembered, two things that you found interesting, and one question
that you still have. Are there any questions before you all get started? ( the teacher will then give
the students an opportunity to ask questions if there are any). Once you all are done with your
chart, please raise your hand and i will come and pick it up.
Materials/ resources:
White board
Markers
problems for practice
exit slip
3-2-1 chart
Differentiation Strategies:
Extension: The teacher will find harder problems for the students to work on. The students will
create their own rounding problems.
Re-Teaching: Teacher will work with the students on rounding, The teacher will go over the
rounding rules again with these students.
Data Analysis: Students an exit slip and all performed great.
Reflection:
After teaching this lesson, the students did very well. The students were very familiar with
rounding so this lesson went really well. The students enjoyed showing their work on the board
and being able to participate.
Practice Problems:
Nearest 10:
69
33
76
28
45
Neast 100
320
805
163
768
916
Nearest 1000
7891
1026
8804
4175
9237
Exit Slip Numbers:
64- to the nearest 10

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Design For Learning

Instructor: Grace Culbreth and Steffani Baxter

Grade Level/ Cooperating Teacher: 3rd Michael

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