Can You Round It?

Hana Dolan
Subject/Topic

3rd Grade Mathematics: Rounding Whole Numbers

This lesson is being taught so students can learn how to add
whole numbers. Then they will learn how to round these whole
numbers to the nearest tens, hundreds or thousands place. 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. Can You
Round It? activity was personally created to specifically fit to
this CORE standard. Questions in the activity require students to
round whole numbers to the nearest tens, hundreds, or
thousands.

Rationale

Standards

CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on
place value, properties of operations, and/or the relationship between addition and
subtraction.

Objective(s)

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

Materials

Dry erase marker

Dry erase eraser/tissue
Mini white boards

Lesson Design Elements

Anticipatory
Set
Guided
Practice

To start the lesson off I will ask the students what we have been learning in third
grade math to have them verbally express what they have learned. After I will ask
the students to explain what a whole number is exactly and why it is important to
round whole numbers.
As a class, we will work on three rounding whole number problems together to
warm up our brains for the activity.
I will continue to ask then questions about these numbers and why it would be
necessary to round them and how to correctly round them.

If some of the students are struggling, I will stop, go back and reiterate how to
round numbers.

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.
The students will be split into groups according to their worktables and math
levels. Ideally I would want a mixer of higher and lower level students mixed
together so the groups are fair.
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 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 group 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.

Independent
Application

Closure

To end this lesson 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 how accurately they understand how to
round whole numbers. Through out the guided practice and the independent
application, I will as questions to the students and if they answered correctly this
will give me a good understanding of what they learned. I will be walking around
the classroom throughout the lessons to make sure they understand what is being
taught. After the lesson with the class, they will be given a worksheet to complete
on their own, which will verify if they truly understood the lesson. In order to
assess the students understanding of the lesson, I will be collecting their
completed worksheets.

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

Assessment

Differentiation

Other
Considerations

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? Etc. As teachers, we have to prepare for all these kinds
of questions from students. While planning this lesson, the previous math lessons
were observed as well as the students response to them. 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. For classroom management, I will make sure the students are
staying on topic, remind them that they need to raise their hand when asking or
responding to a question.

Resources

Elementary and Middle School Mathematics Teaching Developmentally Eighth

Edition by John A.Van De Walle, Karen S. Karp and Jennifer M. Bay-Williams:
Chapter 1: Curriculum Focal Points (p.5), Common Core State Standards (p.5)
Chapter 13: Understanding Computational estimation (p.249), suggestions or
teaching computational estimation (p.249), Computational estimation strategies
(p.251), Rounding Methods (p.252), Compatible Numbers (p.253), Using Tens
and Hundreds (p.253)
Chapter 14: Generalization from Arithmetic (p.259), Generalization with the
hundreds chart (p.260), Generalization through exploring a pattern (p.261)