Learning Map -ITL 516

National University
Tasha Taylor
 STAGE 1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes

Teacher: Grade/Subject: Third/ Math- Rounding

TARGET:
Part 1: My Standards, Goals and Outcomes
Academic Standards:
CCSS.MATH.CONTENT. Standard 1 3.NBT.A.1
Standards for Mathematical Practice:
Use place value understanding to round whole numbers to the nearest 10 or 100.

Essential Questions: Knowledge: Skills:

● place values such ● Creating or setting
● Do the students as the hundreds, up a number line
understand base tens, and ones ● Interpreting word
tens? spot. problems
● Can they ● Know what a ● Rounding Numbers
determine one number line is ● Listening
place columns in and what it is ● Using
comparison to manipulatives
used for
● perform and set up
tens? ● how to round to
subtraction
● Can they perform the nearest 10s problems
simple addition or ● the steps to take
subtraction to solve the first
problems? word problem
● Are they able to ● Subtraction
take direct
instruction?
● Are they
comfortable in
their learning
environment?
● Are they able to
use manipulatives
to enhance their
learning?
● Can they interpret
given information
on their own?
● Are they able to
draw models to
explain findings?
Student Learning Goal​: (I can…)
I can...use place value to round whole numbers to the nearest 10s and apply this
by using a number line to explain my findings.

Student Social-emotional Goal :

Students will be able to work independently, with small groups, and together as a whole
class with the teacher to work on lessons to understand place values to round whole
numbers and express them using a number line without loss of focus and with a positive
mindset.

Barriers to learning​:

The scholars as a whole tend to be a little distracted and also thrive mostly on

hands on learning situations. Barriers to learning could be a lack of focusing,

especially if the problems require reading and interpreting information. Visuals and

manipulatives are a valued learning source, but there will be times where they will not

be able to use these. Some students also may not speak or understand the information

as fast as others causing a riff in the learning and teaching style required by the teacher

and students during the lesson.

Common Misconceptions​:
T​here is a misconception that since the tens place goes up by one when

rounding up, then when rounding down the tens place must go down by one as well.

“This however is untrue, so it can cause an error when rounding to the tens. Other

misconceptions might be that if the students incorrectly did their number lines they

won’t be able to round to the correct number or vise versa. This showed to be
 incorrect, because many had the correct answer and had the number line slightly

wrong or had the number line correct, but had the incorrect rounding answer down.

Their might also be a misconception about the ones who did not finish the test or did

not write down all the answers entirely on the paper. This might present a reason to

believe they did not know, where many of the students that did not do the test are

actually quite bright but just were distracted easily.”- original week 1 idea

Part 2: My Class:​ (Based on Week 1 Case Studies or if you are currently an intern
working with a class; Briefly discuss the whole class and then discuss the 3 students
you have selected (IEP, ELL and student with emotional needs) Discuss the assets
and needs for your students and the three learners).
My Classroom Composite:

The class is made up of ten 3rd grade students with 6 boys and 4 girls. The class is
composed of Caucasion, Hispanic, Asian, and African American Cultures. Three of the
students come from a household where they parents speak another language besides
English. There are around 3 scholars who have a hard time focusing and a majority of the
scholars tend to learn better in hands on activities when it comes to math.

Student Math Proficiency: Skills Assets Needs

Fabiola CCSS.MATH.CONTENT.3.NBT.A.1 The student’s Fabiola is a

(English Use place value parents are Hispanic speaker
Language understanding to ​round involved in her whose parents do
Learner) whole numbers to the schooling. She not speak
nearest 10​ or 100. can do basic English. She
math and loves doesn’t produce
CCSS.MATH.CONTENT.3.MD.A.1 any type of art, much work as
Tell and write time to the especially she only scored
nearest minute and drawing during at level 2
lunch and recess. “expanding” on
measure time intervals in
the ELPAC. She
minutes. ​Solve word also struggles
problems​ involving addition with word
and subtraction of time problems, direct
intervals in minutes, e.g., instruction, and
 by representing the guided practice.
problem on a ​number line
diagram​. Fabiola is a
hands on and
visual learner
5/9= 56% Skill #1: who would
Recognizing 1-4 in the benefit from more
ones place value rounds in one on one
the lower 10s and 5-9 to instruction along
the upper 10s. ex) 61 with using more
rounds to 60 and 68 pictures and
rounds to 70. manipulatives
during a lesson.
8/9=89% Skill #2: Properly
sets up number line

0/2=0% Skill #3: Accurately

answers word problems
Tate CCSS.MATH.CONTENT.3.NBT.A.1 Tate is a bright Tate has a hard
Special Use place value student who time focusing and
Needs understanding to ​round enjoys using having control
whole numbers to the manipulatives over his
nearest 10​ or 100. and hands on impulses. He gets
learning distracted easily
CCSS.MATH.CONTENT.3.MD.A.1 experiences. and has a hard
Tell and write time to the time staying on
nearest minute and task with his
work. He will blurt
measure time intervals in
out answers in
minutes. ​Solve word class and distract
problems​ involving addition his fellow
and subtraction of time classmates. He
intervals in minutes, e.g., gets frustrated at
by representing the times with his
problem on a ​number line math as well.
diagram​.
According to
Silver, Tate might
5/9=56% Skill #1:
have Attention
Recognizing 1-4 in the Defecit
ones place value rounds in Hyperactivity
the lower 10s and 5-9 to Disorder of
the upper 10s. ex) 61 ADHD. This
rounds to 60 and 68 affects impulse
rounds to 70. control and
 attaining one
1/9 = 11% Skill #2: energy and focus
Properly sets up number on the task at
hand. This is
line
caused by
genetics but the
0/2= 0% Skill #3: environment can
Accurately answers word also play a role,
problems so perhaps
creating a more
focused
environment can
help Tate.

Bianca CCSS.MATH.CONTENT.3.NBT.A.1 Bianca is very Bianca is on the

Student Use place value bright and loves Autism Spectrum
Needs- understanding to ​round to read. She is and has a hard
Social whole numbers to the able to use time focusing and
Emotional nearest 10​ or 100. manipulatives to keeping eye
Support help her with contact. She gets
(Autism CCSS.MATH.CONTENT.3.MD.A.1 math concepts. upset over loud
Spectrum) Tell and write time to the noises and has
nearest minute and trouble with
reading
measure time intervals in
comprehension
minutes. ​Solve word which stems onto
problems​ involving addition math word
and subtraction of time problems or
intervals in minutes, e.g., anything that
by representing the requires direct
problem on a ​number line directions. She
diagram​. has an IEP and
her goals are
within social skills
9/9=100% Skill #1:
awareness.
Recognizing 1-4 in the
ones place value rounds in According to
the lower 10s and 5-9 to Korkman, “ ...
the upper 10s. ex) 61 attention refers to
rounds to 60 and 68 selective and
rounds to 70. sustained
attention toward
9/9=100% Skill #2: visual stimuli
(Korkman et al.,
Properly sets up number
1998).” Since
line Bianca is a very
visual student
 0/2=0% Skill #3: Accurately who enjoys using
answers word problems manipulatives,
perhaps creating
a more inclusive
environment for
where there are
more types of
activities could be
more beneficial
when doing these
types of
problems.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),

How will the content be presented/shared in multiple ways to
Multiple Means of highlight critical features, represent different formats, media
Representation types, and cultural diversity? How will you monitor and assess
(Modeling & understanding of representation?
Practice) Modeling Using Number Lines :

Number lines are an important representative visual method to help

with rounding. The teacher can have a few number problems on the
board with a number line drawn under each one. Students can take
turns coming up to the board and trying to solve the problems using
the number lines. If a student does not think something is right, they
will be invited up to the board to mark a correction. This way
students can see each way different students set up their number
line and they can discuss it together as a class. The teacher will
observe each and ask questions along the way.

Modeling Using Base 10 blocks:

Scholars will have physical blocks in front of them that they will be
able to sort. For example, if the teacher gives the scholar the number
23, the scholar will then be asked to round the number to the nearest
10s using the blocks to represent their reasoning. The scholars will
first get two sets of base ten blocks out to represent 20 and then 3
single blocks to show a total of 23. They will then look to see if it
takes less blocks to get to 20 or 30. Since they only have to take away
3 blocks to get to 20 but have to get 7 more blocks to get to 30, they
will realize it is closer to round to 20 for 23 then it is to 30. The
teacher can observe student understanding by monitoring the room
 and asking questions.

Representing Using OnlineVideo Resources Khan Academy:

There is a short lesson recorded on Khan Academy on rounding to

the nearest 10s place using a number line. Most of the students in the
class have a harder time focusing and many do not like distracting
sounds. If the scholars can watch the video with earphones on,
drowning out any extra noise, they will be able to concentrate on the
learning module a little better as well. The ELL students can also
replay the video if they feel they need to review the lesson again.

Multiple Means of How will students engage in the process of new learning? How
Engagement will the content become accessible, meaningful, and relevant to
the learner? How will you monitor and assess this process?

Rounding Online Halloween Game

(​http://www.math-play.com/3rd-grade-rounding-halloween-math-
game/3rd-grade-rounding-math-monsters-game_html5.html​):

This game allows students to see a fun visual representation of

rounding problems from the nearest 10s or 100s place. The music
allows the students to feel comfortable and each question gives at
least 4 options for the answer. When the student chooses the correct
answer, it is then followed by a quick game where the students must
see how fast they can click on the characters. As soon as the game is
over, which is very quick or around 10-30 seconds, it is then
followed by another question. The teacher has full access to the game
and can monitor how they are doing along the way.

Rounding Numbers Song:

This fun and engaging rap song allows scholars to sing or rap along
with the song. The scholars can dance along and memorize the lyrics
while engaging in a lesson of learning to round up and down in the
10s and 100s place.

Slap Game​:

The slap game requires the teacher to write a number on the white
board with multiple answer options written underneath. Each
student gets a turn with a partner next to them to use their pointer
stick to quickly race to find the correct answer when the teacher
asks the question. For example if the teacher writes the number
23 on the board and says round to the nearest 10s place, the
scholars will race with their pointer to find point to the right answer
written on the board. This requires the scholars to listen, look, and
recognize.
Multiple means of What principles of choice for the product of learning will you
1
Expression accept? How will you provide a space for communication,
(practice & creativity, critical thinking, and collaboration (4 C’s)?
Which measures will you use to assess products of learning?

Working together as a whole class with the teacher:

The class will first have a classroom discussion with the teacher as
the teacher teaches and demonstrates ways to round to the nearest
10s and 100s place. The teacher will model problems by using
assessment) markers on the white board and allowing scholars a turn to come up
to the board to try and solve a problem. Scholars are encouraged to
try, and if they are in need of assistance the teacher will be right
there to help guide them along the way.

Working individually on online assignment​:

Scholars will use a computer to enter a domain run by and organized

by the teacher such as the program Iready. The program has a full
lesson that has fun videos using cartoon characters to explain the
process of rounding and using a number line to help show their
work. Each short lesson is designed to keep the scholars focus, and in
between each lesson is a small game that incorporates the lesson
into it. At the end there is a small quiz that the teacher will be able to
see and monitor from his/ her computer.

Scholars will work in small groups on an exit ticket:

Scholars will be presented with a worksheet of 3 problems that they

will have to work with either a partner of group of 3 students. They
will be able to discuss with each other the problems and use
different methods to solve them. This will help with critical thinking
skills especially when solving the last problem which will be a
rounding word problem. The teacher can monitor the groups and
also check for understanding by grading the exit ticket.

Managing the How will you manage the classroom/setting so successfully

Classroom through instructional stages, and student groupings? How will
Environment you create an optimal learning environment (space, time,
pacing, interactions, expectations, assessment)?

The students behavior will be monitored by the teacher using

something called a clip chart. They will also have a sticker chart so
every time they are participating they will get a sticker to put on

1
 their chart. If they are getting distracted they will have to clip their
name down on the clip chart. This is a great visual way for scholars
to see how they are doing in the classroom. The teacher will explain
each stage of the lesson before starting into the lesson so the
students will have a clear understanding of the expectations and
what they will be looking forward to next. The class will be together
in a circle to start during the class discussion and then they will go
back to their individual desks. During the small partner and group
work the desks will be moved together so they are able to share and
compare their work with one another. The classroom will be
managed by call sounds by the teacher such as when the teacher
says, “flat tire” the class will respond with “shhh”.

STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?

On Day 1, there will be 3 activities that the scholars will get to experience with
rounding. The scholars will first start with a class discussion led by the teacher
where the teacher will model problems on the white board and demonstrate how to
round to the nearest 10s or 100s. The teacher will properly model a number line
and how it correlates with finding your round. After the discussion the students will
go back to their seat and will be given a list of numbers to to round to the nearest
10s place. They will also be given a set of base 10s blocks to use. They will work
with a partner to find the answer using the blocks to show which whole number is
closer when using blocks. Ex: “​if the teacher gives the scholar the number 23, the scholar
will then be asked to round the number to the nearest 10s using the blocks to represent
their reasoning. The scholars will first get two sets of base ten blocks out to represent 20
and then 3 single blocks to show a total of 23. They will then look to see if it takes less
blocks to get to 20 or 30. Since they only have to take away 3 blocks to get to 20 but have to
get 7 more blocks to get to 30, they will realize it is closer to round to 20 for 23 then it is to
30.” After completing this activity the scholars will participate together in a Slap Game,
where scholars must race each other to the white board to find the answer to the closest
round given by the teacher.

WHAT MATERIALS WILL YOU USE?

Scholars will be in need of a pencil and the worksheet paper provided by the
teacher. They will also be in need of a dry erase marker when participating in the
discussion on the board. Blocks will be needed for each pair of scholars to work
with. Lastly each scholar will need a pointer during the slap game to come and point
to the board with.

HOW WILL YOU ASSESS STUDENT LEARNING?

Assess student learning through the use of an exit ticket. First, the students will
work within a small group of scholars composed of 2-3 in a group to finish a
worksheet comprised of 3 problems: 1 rounding to the nearest 10s, one rounding to
the nearest 10s and showing work using a number line, and lastly interpreting a
word problem that is on a website on the computer that will read it out loud for the
scholars and then have the scholars interpret and solve it. The teacher will be able
to observe by walking around the room to listen to the groups work together to
discuss the problems and then also be able to grade them to check for student
understanding.

Accommodations/Adaptations/Intervention:

ELL Students: ​For students who have a hard time understanding or reading the
problems out loud and then practicing them at home with their parents, the teacher
will record an example lesson and give an example paper that they have done in
class together for the scholar to take home to practice with. The video will help the
scholar follow along while doing their homework assignment or when just
practicing, so it will be the same for when they will return to school.

IEP Students/Learning disabilities: ​For students with an IEP or learning disability

there will be a variety of hands on learning options or ways to keep them focused at
the task at hand. Many students tend to lose their focus and get distracted by things
around them. The use of headphones and using media online to keep them engaged
sound wise, along with using concrete manipulatives such as blocks will keep
scholars busy on the lesson.