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Minute to Win It!

3rd Grade Mathematics: Rounding Whole Numbers



This lesson is being taught so students can learn add whole rounded
numbers to the nearest tens, hundreds or thousands. This lesson is
important to teach because students are surrounded every day rounding
numbers. For example, a student may need to round the price of a food item
or a piece of clothing to estimate if they have enough money to buy it. The
lesson fits in to this years curriculum under adding whole rounded numbers.
All third graders should able to round whole numbers because it is essential
when students are out in the community. Minute to Win It activity was
personally created to specifically fit to this CORE standard. Students will
work alone during the activity to assess their individual learning. Questions
in the activity require students to round whole numbers to either the nearest
tens, hundreds, or thousands.


Use place value understanding to round whole numbers to the nearest 10 or 100.
Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and


Students will be able to add whole rounded numbers to the nearest tens, hundreds
or thousands.


Dry erase marker

Dry erase eraser/tissue
Mini white boards

Lesson Design Elements


To start the lesson off I will ask the students to remind myself on what we have
been learning in third grade math. After I will ask the students why it is important
to round whole numbers.

As the students are recalling what they have learned in math, I will write on their
answers on the board.
As a class, we will work on three rounding whole number problems together to
warm up our brains for the activity.
If there is anything I see the majority of the class is struggling with at this time,
she will address it.
As well as if students have any questions on the math unit being review, I will
assist the students at this time.



To close this lesson out the students will have the chance to ask any further
questions. After the students will add up their points and receive their prize
before we transition into the next subject.

The students will be assessed based on their performance while completing

rounding whole numbers.
An analysis will be based on how the students complete their work.



The students will be given their individual white boards and markers to complete
the activity.
I will read the mathematical problems out to the class at as a whole, while the
students complete their work on their white boards.
For every question the students get correct they will get a point. In order to
receive a point the whole group needs to answer the question correctly. If the
whole does not then their score will stay the same. The group with the largest
amount of points will receive a prize for their hard work. No work will go
unknown; to make fair for the class everyone at the end will be getting a prize.
The students will be placed in their desk groups for the activity. The students who
need extra support will be working with the in class support teacher.


For the students who struggle in math, will have the chance to work with the in
class support teacher or myself while complete the activity. If students need
extra support, I will pull them to the side and review one on one with them.


When completing this activity the class will need their individual white boards,
dry erase makers and an erasers or a tissue. For this lesson no technology will be
needed. Some questions I may encounter are, what value place are we rounding
to, can you still get a point if you rounded to the wrong value place. While
planning this lesson, the previous math lessons were observed as well as the
students response to them. This class gets along with each other and works well
working with their peers. If each student knows that their work will affect their
group, the students will work hard to earn that prize. My expectations for this
lesson is for the students to review their work as previously learned. I may have
to remind the students to get back on track and to focus.


What is the missing number? What addition property?
1. ___ + 5 = 5

2. 7 + 5 = 5 + ___
3. (3 + ___) + 6 = 3 + (4 + 6)
4. (__ + 5) + 3 = 12 + 3
5. (2 + 8) + 4 = ___ + (2 + 8)
6. 134 + ____ = 134
Round to the nearest ten.
1. 172
2. 384
3. 93
4. 656
Round to the nearest hundreds.
1. 888
2. 703
3. 202
4. 821
Round to the nearest thousands.
1. 8,765
2. 8,732
3. 2,075
4. 4,535
Round to the nearest ten, hundred, or thousand.
1. 250 + 325 = _____ (tens)
2. 403 + 149 = _____ (tens)
3. 4,091 + 6,666 = ____ (thousand)
4. Jared has 138 marbles. Henry has 132 marbles. Write a number sentence to estimate how many
marbles they have in all. Round the numbers to the nearest tens.


If Dylan has 2,450 playing cards and Vincent has 1, 998 playing cards, would the boys have 6,000 playing
cards when rounding to the nearest thousand?