Christina Svenjak Observed lesson #2 Math: Rounding using the number line Grade: 4th Type of classroom: 4th

grade self-contained special education classroom. There are 14 students, one classroom teacher, and 2 paraprofessionals. The reading levels range from an A all the way to an M. Grade level is a Q. There is a SmartBoard, 2 computers, a dry-erase board, and 2 iPads. There are multiple different disabilities within the class, one student requires a walker and the rest are either developmentally delayed, a form of autism, or on the spectrum. Purpose: How can we use the number line to round large numbers? Objectives: Students will use the number line to visualize rounding Students will understand the importance of rounding large numbers Students will work together to help each other arrive at the answer Standards: Math

CCSS.Math.Content.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. CCSS.Math.Content.4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place Vocabulary: rounding, number line, estimating Introduction/hook: The teacher will review with the students what estimating and rounding is. She will ensure they understand that when the digit in the ones place is bigger than 5, they must round up and when it is less than 5, the number stays the same. Because they were introduced to this concept the day before, they will then be given some numbers on the board and asked to round to the nearest ten and hundred as a warm up. The teacher will then go over the answers. Procedure/Activity: 1. Explain that we can check if the rounding makes sense based on where it is number line as well. This time, we are rounding to the nearest hundred thousands. Have them look at the example on page 17 of their Go Math textbook. 2. Go step by step of what is in the textbook.

First, figure out which two numbers that the initial number is in between. For instance, the number 138,202 in the example is between 100,000 and 200,000 because it is the lowest number that has all zeros in the other places and then one 100,000 above the other number. Then, figure out which number it is closest to based on where it is on the number line. In this case, it is closer to 100,000 So, 100,000 makes more sense for it to be rounded to. 3. Answer the questions verbally on page 17. "What number is halfway between 100,000 and 200,000?" and "How does knowing where the halfway point is help you find which hundred thousand 138,202 is closest to? Explain." 4. The teacher will then explain how to round not using a number line but based on the thousands place. They will then do the "Try This!" part independently or with partners. 5. After going over the questions, the students will do page 19 independently. Closure: The teacher will go over the page that the students did independently. Assessment: The students will be assessed based on the work they do during the independent work as well as the participation during the discussions. Differentiation: Students who are having trouble will be able to work with partners. Using the number line helps the visual learners. Having the ability to round based on the numbers helps with concrete learners. Resources: Go Math fourth grade textbook