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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:
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.
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.
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
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65
0 Unsatisfactory:
Little
Accomplishment
1 Marginal:
Partial
Accomplishment
2 Proficient:
Substantial
Accomplishment
3 Excellent:
Full
Accomplishment
Strategy and
execution meet the
content, process, and
qualitative demands of
the task or concept.
Student can
communicate ideas.
May have minor
errors.
Name ____________________________
1.
Round to the nearest thousand
for Part (d).
a.
6,742 _____________________
b.
2,822 _____________________
c.
16,151 _____________________
d. 706,429 _____________________
2.
Round to the nearest ten thousand.
same answer.
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 _____________________
Write another number that has the same answer when rounded to the nearest hundred
thousand.
Graphicorganizer_assessment.doc
Name: ________________________________________________________
Date: ____________________
4.NBT.2
3,674
Name: ________________________________________________________
Date: ____________________
4.NBT.2
1,709
Teacher notes:
0 Unsatisfactory:
1 Marginal:
2 Proficient:
3 Excellent:
Little
Accomplishment
Partial
Accomplishment
Substantial
Accomplishment
Full
Accomplishment
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