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University of Idaho Lesson Plan

Name
Date
Aaron DuPuis
October 5, 2015
Subject
Topic
Math
Number Sense Base Ten
The big idea(s) or essential question(s)
Not everything is what it seems: Numerical symbols and what they represent.
Or Numbers all aROUND
State of Idaho and/or common core standards addressed:

4.NBT.3 Use place value understanding to round multi-digit whole


numbers to any place.

CCSS.Math.Practice.MP1 Make sense of problems and persevere in


solving them.
Objectives (what the students will be able to do as a result of the lesson)
TSWBAT
Students will determine the most appropriate way to round
numbers and be able to accurately describe their thinking and
reasoning on the post activity assessment.
TSWBAT
Materials and/or technology
Youtube Video Cued up:
https://www.youtube.com/watch?v=3hANJu4LlQU
and/or
https://www.youtube.com/watch?v=3afU6JQG15I
Guided Practice Worksheet (adopted and modified from Engage NY)

Activities/procedures (include anticipated time for each)


Introduction/activator
Entry Task
(10 -15 min)
Students will be presented with the Entry task (taken from EngageNY)
Solve the following problems using pictures, numbers, and words:
The 2012 Super Bowl had an attendance of just 68,658 people. If the headline in the newspaper
the next day read About 70,000 People Attend Super Bowl, how did the newspaper round to
estimate the total number of people in attendance?
Students will paste this prompt into their Math Journal and work independently.

Observe student work, offering suggestions and prompts when needed.


Many students will have no experience with this type of problem. Expect difficulties. The prompt is
designed to balance the frustration they might be feeling with student buy-in, and thus
engagement.
Towards the end, highlight student work for the rest of the class to see. Ask students to explain/
share their thinking and reasoning.

Class activities (what you/students will


do)
Explicit Instruction
(5-10 min)
Watch Video
Asks students to come up with the
Rules Of Rounding
Create anchor chart from student
responses.(Example is included)

Class activities (why you will do them)

Students love animation and music.


The catchy tune will offer them a jingle to
remember along with concrete strategies for
rounding.
Student created charts help make concepts more
personal and accessible.

Guide discussion to include:


Identify place value to round to
Identify next Place value to the right
0-4 round down
5-9 round up
Change all digits to the right to zeros

Guided Practice
(15 min)
Divide class into groups.
Each group will receive one Guided
Practice worksheet
Students will work together on
problems.
Student assigned Group Jobs can be
used in this activity.
1- Scribe/Note Taker
2- Time Manager
3- Researcher
4- Optional
The optional team member can read
the problems, draw the model/pics, or
be a fact/calculation checker.

Students will work in groups to facilitate group


learning and peer explanations of concepts.
Each student will have jobs/responsibilities within
the group to help students stay focused on the
activity.
Team work and cooperative skills will be utilized
and practiced.

Closure/reminders
Math Talk
(10 min)
Ask student a series of questions:
Write the following number on the whiteboard:147,591
Ask leading question to help develop student mastery of rounding.
Round to the 10 thousand place.
Round to the 10 place
What is the largest number this could round to?
What is the smallest?
Use multiple numbers such as: 544,999----450,089-----10,999

Use these questions and student response to help address any math errors or mis-conceptions
observed throughout the lesson.

Assessment (how you will know students met the objectives - include rubrics)
Hand Out exit ticket: Students choose 2 of three or hand out 2 randomly to each student.

At President Obamas inauguration in 2013, the newspaper headlines stated there were about
800,000 people in attendance. If the newspaper rounded to the nearest hundred thousand, what is
the largest number and smallest number of people that could have been there? Explain your
thinking.
Find two numbers that may be rounded and added together to make 50.
Demonstrate your reasoning below.
Using 269,415:
What is the value of the 4?
What digit is in the ten thousands place?
How many ten thousands are there in this number?
Round this number to the hundred thousand.

Formative assessment throughout the lesson, classroom discussion, individual


responses and group work/presentation
Used to guide rest of lesson, future lessons, and necessary feedback to students
along with modifications to teaching strategies.
Summative assessment- (Rubric Included) Exit Ticket will allow me to gauge
my students proficiency in all areas of place value and base-ten concepts.
(Previous 2 lessons included)
Used to assess personal teaching strategies and methods, future content needs
and areas to review for spring test.

Accommodations/differentiation
Allow students to choose their group/ work independently.
Have aides read problem question to students with language difficulties.
Students can view the video multiple times.
Display/teach number line method.
Allow online virtual manipulatives to be used.
The attached graphicorganizer_assessment.doc file can be used as either a graphic organizer for students to help
decompose numbers they are working with, or as an alternative assessment for students with low language skills.
Found at: https://grade4commoncoremath.wikispaces.hcpss.org/4.NBT.3

Reflection/evaluation (after lesson is taught)

Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

Not yet: Student shows evidence of


misunderstanding, incorrect concept or
procedure

Got It: Student essentially understands the


target concept.

0 Unsatisfactory:
Little
Accomplishment

1 Marginal:
Partial
Accomplishment

2 Proficient:
Substantial
Accomplishment

3 Excellent:
Full
Accomplishment

The task is attempted


and some
mathematical effort is
made. There may be
fragments of
accomplishment but
little or no success.
Further teaching is
required.

Part of the task is


accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
Further teaching is
required.

Student could work to


full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is
adequate to
accomplish the
objective with minimal
assistance.

Strategy and
execution meet the
content, process, and
qualitative demands of
the task or concept.
Student can
communicate ideas.
May have minor
errors.

Guided Practice worksheet:

Name ____________________________

1.
Round to the nearest thousand
for Part (d).
a.

6,742 _____________________

b.

2,822 _____________________

c.

16,151 _____________________

e. Explain how you found your answer

d. 706,429 _____________________

2.
Round to the nearest ten thousand.
same answer.

e. Explain why two problems have the

a. 87,999 _____________________
b. 85,001 _____________________
c. 789,091 _____________________
d. 905,154 _____________________
Write another number that has the same answer when rounded to the nearest ten
thousand.

3.
Round to the nearest hundred thousand.
same answer.
a.

89,659 _____________________

b. 751,447 _____________________
c.

626,889 _____________________

d. 816,745 _____________________

e. Explain why two problems have the

Write another number that has the same answer when rounded to the nearest hundred
thousand.
Graphicorganizer_assessment.doc
Name: ________________________________________________________
Date: ____________________
4.NBT.2

100,000 more than this number is...


This number in expanded form is

3,674

The value of the underlined digit

The place value of the underlined digit

Name: ________________________________________________________
Date: ____________________
4.NBT.2

This number in expanded form is

10,000 more than this number is...

1,709

The value of the underlined digit

Teacher notes:

The place value of the underlined digit

Not yet: Student shows evidence of


misunderstanding, incorrect concept or
procedure

Got It: Student essentially understands the


target concept.

0 Unsatisfactory:

1 Marginal:

2 Proficient:

3 Excellent:

Little
Accomplishment

Partial
Accomplishment

Substantial
Accomplishment

Full
Accomplishment

The task is attempted


and some
mathematical effort is
made. There may be
fragments of
accomplishment but
little or no success.
Further teaching is
required.

Part of the task is


accomplished, but
there is lack of
evidence of
understanding or
evidence of not
understanding.
Further teaching is
required.

Student could work to


full accomplishment
with minimal feedback
from teacher. Errors
are minor. Teacher is
confident that
understanding is
adequate to
accomplish the
objective with minimal
assistance.

Strategy and
execution meet the
content, process, and
qualitative demands
of the task or concept.
Student can
communicate ideas.
May have minor
errors.

Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65

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