Modified Unit Plan - Amanda Abby

ESOL III Lesson Plan Template Amanda Dunphy & Abigail Still
ESOL III ESOL Infused Unit Plan

UNIT INFORMATION
Amanda Dunphy & Abigail Still
Instructor(s): Alessandro Cesarano
Grade and Subject: 3rd grade; mathematics Theme of the Unit: Rockin around grandmas house
(incorporates all three lessons)
Unit Big Idea: Unit Essential Question(s):
Number Patterns and Properties, Estimating Sums and Differences, Mental How can rounding help you solve word-problems (addition &
Math Strategies, Using Place Value to Add and Subtract subtraction) that involve two-steps and larger numbers?
Unit Standard(s):
MAFS.3.NBT.1.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
MAFS.3.NBT.1.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction.
MAFS.3.OA.4.8 Solve two-step word problems using addition or subtraction. Represent these problems using equations with a symbol
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including
rounding.
Content Objective(s): Students will be able to
Students will be able to round to the nearest 10 or 100 using place value.
Students will be able to use place value to add and subtract working with numbers up to 1,000.
- Students will be able to use place value while adding and subtracting (Early-Production & Pre-Production).
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Students will be able to use symbols, mental computation, and estimation strategies to solve two-step word problems (Mainstream).
- Students will be able to solve word problems that involve more than one step (Early-Production & Pre-Production).
Linguistic Objective(s): Students will be able to
The student will be able to orally explain how to round while considering place value (Early-Production & Pre-Production).
The student will be able to orally describe the process of rounding in regards to place value and numbers up to 1,000 (Intermediate &
Speech Emergent).
The student will be able to whisper read (reading along with instructor/teacher) word problems that involve numerous steps (Early-
Production & Pre-Production).
The student will be able to read two-step word problems aloud prior to solving for each addition/subtraction problem (Intermediate &
Speech Emergent).
Cultural Objective(s): Students will be able to
The student will be able to understand that the term rocking comes from a traditional American music genre of Rock n Roll (EP,
PP, IF, SE).
After reading, the student will be able to recognize that every culture has given terms, names, and traditional roles of being a
grandparent (EP, PP, IF, SE).
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LESSON 1 INFORMATION
Standards and Objectives
Specific Lesson Standard(s):
MAFS.3.NBT.1.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
Lesson Big Idea: Lesson Essential Question(s):

After completing the formative assessment for proficiency with place value,
students will complete the lesson which uses their knowledge of place value to How can I use place value to round whole numbers to the
identify where a certain number falls on a number line. Student will then nearest whole number in "tens" or "hundreds"?
identify which "ten" or "hundred" the whole number falls closest to. Finally
students will conclude that when given a real world problem the context of the
problem or "need" demonstrated in the problem will help them to decide which
"ten" or "hundred" to round to.
Lesson-Specific Content Objective(s): Students will be able to
Students will be able to round whole numbers to the nearest 10 or 100 and explain the reasoning and mathematical thinking behind their
conclusion using precise language such as digit, place value, round, and estimate.
Students will be able to round whole numbers to the nearest 10 or 100 while working with mathematical problems (EP, PP, If, SE).
Lesson-Specific Linguistic Objective(s): Students will be able to
The student will be able to orally describe the process of rounding in regards to place value, to the nearest 10 or 100 while working
with numbers up to 1,000 (Intermediate & Speech Emergent).
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Lesson-Specific Cultural Objective(s): Students will be able to
PP, IF, SE).
Lesson-Specific Key Vocabulary: For success in this lesson, all students must understand the following terms and/or concepts:
Digit
Place Value
Round
Round-Up
Round-Down
Estimate
Lesson-Specific Key Academic Skills: Think in terms of CALP, Higher Order Thinking Skills, & Blooms Taxonomy.
Knowledge on how to count by 5s, 10s, and 100s

Use place value to compare whole numbers
Comprehension of multi-digit numbers written in expanded form (8 hundreds + 5 tens + 3 ones)
Application of terms such as: hundreds, tens, ones, skip count, base-ten, number names, expanded form, greater than, less than, equal to,
digit, and compare to explain their mathematical reasoning.
Pacing and Sequencing
Differentiation/Accommodation(s)
Class sequence Description of Activities Materials
for ELL Level
Include specific strategies
Start-Up/
Warm-Up https://jr.brainpop.com/math/numbersense/rounding/ Computer
Projector Video / Technology to Build
How will you We decided that we would incorporate a BrainPOP BrainPOP Jr. video Background:
hook your Jr. video into our lesson. After working with
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for ELL Level
students? numerous age-groups and ESOL students, we have
How will you found that these videos are very engaging and Visuals allow English Language
connect successful while introducing new topics. After Learners to build an
information to a watching the videos, there are short quizzes you can understanding of the content
previously complete with your class to determine their level of despite language barriers. By
learned lesson? comprehension. watching/looking at different
How will you visuals, these students can piece
review key together an idea of what is being
concepts? taught and focus on relevant,
important information.
Introduce the objective of the lesson: "Today
we will explore how to round whole
numbers to the nearest 10s or 100s place."
Introduction
Intro vocabulary word "round": When we Whiteboard for
"round" a whole number in math, we each student
How will you
estimate by finding the number it is closest Dry erase markers
build
background
to, that ends in a zero (like 10, 20, 30 for the Vocabulary chart
knowledge?
tens place) or two zeros (like 100, 200, 300 Anchor Chart
for the hundreds place). Paper (for
How will you
introduce/ Set purpose/Connect: Why would we want vocabulary chart)
to do this? Well, let's think about a time
Incorporate
when rounding numbers might be helpful.
your key
vocabulary? Tell a story: The other day I stopped at the
How will you store to buy some snacks for our class. When
address needed I looked at the package it said there were 10
cultural snacks in the box. Well, I knew that we had
objectives? more than 10 students in our class so I would
need more than one box, but I was still
unsure as to how many boxes I would need
exactly. I didn't want to buy too many boxes
and have too much left over. I needed to
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for ELL Level
think about the number of students I had in
my class and then round to the nearest "ten"
to be sure I would have enough, but not too
much or too little. Rounding numbers can
help give us a good estimate of how much of
something we might need. It can also help us
when we add or subtract numbers because
we can estimate what our answer should be
close to and then see if the answer we get is
reasonable once we complete the problem. KWL /Advanced Organizers & Real-
Demo: life connections:
Note: Teacher should prepare a chart that
shows the guiding question and the By preparing a chart that outlines the
following problems that are in bold ahead of first example, we are giving the ELLs a
the lesson. visual to refer to while following along
So let's take a look at a problem where with our scenario. This scenario relates
rounding might be helpful... (Use a students the material to real-life as it pertains to
name in the following problem for extra the teacher buying things for her class
engagement). and makes this more memorable.
o ___________ was having a party.

She wanted each person at the
party to have one cupcake. 18
people were coming to her party.
Each box contained 10 cupcakes,
so ____________ could not buy the
exact number. About how many
cupcakes should ___________
purchase?
Ask: What is important here? (Identify: 18

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for ELL Level
people coming to party, boxes of 10, "about
how many")
Think Aloud: I think I will draw a picture... Visual Support:
(draw a number line that shows 0, 10, 20,
30) I can use a number line to help me think By having their instructor draw/illustrate
about this problem. I know that each box has a second example, the students are now
10 cupcakes in it, so I will mark where all getting to see rounding while referring to
the 10s are (mark 10, 20, 30). Now, I know an image rather than computing in their
that ______________ has 18 people coming head and looking srtictly at a word-
to her party, so she will need 18 cupcakes. I problem.
know that 18 is equal to 1 ten plus 8 ones
(draw a model), so I can start at the first ten
and then count 8 more ones to find where 18
belongs on my number line (locate 18 on
number line). Now, can you help me - would
you turn and tell your partner which number
18 is closest to - is it 10 or 20? (Students
turn to partner sitting next to them and tell
them their answer - teacher can "listen in"
and guide individual students as needed). I
heard _________ tell __________ that he
thinks 18 is closest to 20. He is right!
AE: Let's try another one... Please get your
whiteboard and dry erase marker ready so
you can draw a number line too. Suppose
____________ invited 26 people to her Modeling Procedures & Stations /
party. About how many cupcakes would she Hands-On Learning Centers:
need to buy to be sure she had enough?
Please draw a number line on your By having our ELLs mimic a number
whiteboard like this (demo starting with line and the correlating problem on their
zero, students follow). Please show me own whiteboard, this allows for them to
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for ELL Level
where the "tens" are on this number line (10, be more hands-on with the example and
20, 30, 40). Now let's think, how many demonstrate an individual understanding
"tens" are in 26? How many "ones" are in on how to round while using a number
26? Put your marker on the number where line.
you think you should start counting (20 -
correct as needed). Now count up six "ones"
(demo as students mirror you). This is where
26 goes on the number line. Is 26 closer to
20 or 30? Write your answer on your
whiteboard (Have students hold up their
whiteboards so you can see them when you
say "All Show").
Complete the assessment by quickly
observing the answers & number lines. If
students have the concept so far, identify that
they have just "rounded up" because the
number was closer to a number that was
higher than the amount they needed to buy.
"Round up" means to estimate to the place
value that is higher than the exact amount
(record this on a vocabulary chart).
Core Now sometimes our problem might be a little

Instruction / different. Let's think about one like this... Whiteboard for
Lesson (indicate the problem on chart) each student
Delivery _____________ wanted to buy some new tennis Dry erase markers
shoes for himself and his family. He had exactly Vocabulary chart
How will you $340 to spend. Each pair of tennis shoes cost Anchor Chart
assure $100. To the nearest "hundred", how much Paper (for
comprehensible money can _______________ spend on tennis vocabulary chart)
input? How will
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for ELL Level
you meet the shoes if he can't spend more than $340?
needs of
multiple - What will you do first? (draw a
learning styles? number line)
How will you - Where will 340 be located on your
utilize different number line? (students locate) Think-Pair-Share (Partner Scaffolding)
modalities of Now, Turn and tell your partner how you & Reading/Writing/Speaking Buddies:
instruction? decided where 340 would fall on the number By having our students participate in
line. Turn & Talk, they can learn from their
(teacher circulates and "listens in" assessing partners opinions/ideas as well as their
and providing guidance where needed language skills. This will foster English
students should indicate knowledge of place acquisition as they discuss the problem
value in hundreds, tens, and ones) in mathematical terms.
o Which "hundred" is the number 340

closest to? (300)
o How much money can __________
spend on tennis shoes? ($300)
Now, turn and tell your partner why you Think-Pair-Share (Partner Scaffolding)
think this. (Responses should indicate that & Reading/Writing/Speaking Buddies:
340 is closest to 300 on the number line. By having our students participate in
Since each pair of tennis shoes has a cost of Turn & Talk, they can learn from their
$100, ________ must spend his money in partners opinions/ideas as well as their
groups of hundreds. So, the most ________ language skills. This will foster English
can spend is $300) acquisition as they discuss the problem
Complete the assessment by quickly in mathematical terms.
observing the answers & number lines
immediately reteach if necessary by
supplying a number not in context ("Let's try
this again with the number 12") If students
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for ELL Level
have the concept so far, identify that they
have just "rounded down" because the Wait Time:
number was closer to a number that was We will be making sure to give every
lower than the number they were rounding. student ample time to complete their
"Round down" means to estimate to the conversations and whiteboard work.
place value that is lower than the exact That way our ELLs are not rushed while
amount (record this on vocabulary chart). they work collaboratively to reach the
correct answer.
(Introduce partner activity and assign partners)

Partner Activity:
Paper Manipulatives:
Student 1. Choose a number that you want to round.
Engagement & (Example: 56) Pencil(s) Students will be using base ten blocks or
Application 2. Now create a word problem that will require Manipulatives- Singapore Math chips to help them work
base ten blocks & through this partner activity. This will
(Practice) you to round up to the nearest "tens" or
Singapore math allow them to visualize the problem
"hundreds" place value (refer to teacher
chips while working hands-on with their
What will examples if needed).
partner(s).
students do with 3. Now round the number using a number line
the information to help.
they have 4. Repeat the process creating a word problem
learned? How that will require you to round down.
Provide two pre-made word problems
will students
and/or a problem plan for students who
actively engage Students work in partnerships to draft word struggle with language concepts to take
with the problems and round numbers. Teacher will the place of the partner activity.
material? circulate to provide guidance and reteach as needed.
When each partnership has at least two accurately
created and solved word problems, use a Think-Pair-Share (Partner Scaffolding)
cooperative grouping strategy such as "Mix, Pair, & Reading/Writing/Speaking Buddies:
Share" or "Quiz, Quiz, Trade" to allow students to By having our students participate in
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for ELL Level
share their creations and thinking, while practicing Turn & Talk, they can learn from their
problem solving skills (see resource D for partners opinions/ideas as well as their
instructions on "Mix-Pair-Share" and "Quiz, Quiz, language skills. This will foster English
Trade" Kagan strategies). acquisition as they discuss the problem
in mathematical terms.
Exit Slip: Observe student interactions in guided
practice and collect student created word problems.
Provide two pre-made word problems
and/or a problem plan for students who
struggle with language concepts to take
the place of the partner activity.
Wait Time & Acceptance of shorter

answers:
We will be making sure to give every
student ample time to complete their
conversations and whiteboard work.
That way our ELLs are not rushed while
they work collaboratively to reach the
correct answer. We will also allow these
students to give shorter word-problems
and those students who do not feel
comfortable sharing aloud, do not have
too (the teacher can do this for them).
Evaluation /
Assessment Manipulatives- Manipulatives:
To begin the formative assessment, create a group
base ten blocks & Students will be using base ten blocks or
of 3-4 students. Hand out activity cards and a set of
What you assess Singapore math Singapore Math chips to help them work
base ten blocks or Singapore Math chips, etc.
(formatively) chips through our assessment problem. This
(minimum 40 ones, 40 tens, and 20 hundreds) per
student Paper will allow them to visualize the problem
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for ELL Level
learning? How group. Pencil(s) while working hands-on with their
will you
Give each student a record sheet (resource C). Activity Cards partner(s).
evaluate the
Students will be asked to model numbers from Record Sheet
attainment of
expanded and standard form, locate number Number line (can
the lesson be drawn or
placement on a number line, and compare place
objective(s)? printed)
value as per the student record sheet.
To maintain accountability and provide additional
feedback for review, students should record their
answers on their student record sheet. The goal is Assessment read to student
for students to complete the student record sheet and The instructor/teacher will be circulating
have a "conference" with the teacher before the end the room during this time and providing
of the activity. The teacher should circulate support, if needed, to our ELL students.
throughout the learning engagement to observe
students use of models and accuracy, taking notes
using the checklist. Teacher may complete
conferences as table discussions and also remediate
when possible during this time.
Possible prompts to allow students to explain
reasoning:
Acceptance of shorter answers:
How do you say this number? We will also allow these students to give
Why did you put these blocks here? (ex. shorter word-problems and those
"The expanded form says 600+60+8, that students who do not feel comfortable
means I need 6 of the hundreds here, 6 of the sharing aloud, do not have too (the
tens here, and 8 of the ones here") teacher can do this for them).
What is the value of the 3 tens you have
here? (ex. 30)
How do you know? (ex. "I can count them
like this 10, 20, 30,... 3 tens is 30")
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for ELL Level
What did you do to compare these two
numbers? (ex. "I looked at the hundreds digit
first and saw that they were the same, so
then I looked at the tens digit and saw that
this digit was larger than this one so I know
it is the larger number.")
Upon completion of this formative assessment the Extra time:

teacher will have had the opportunity to do If needed, ELL students will be given
remediation as needed and to identify areas where additional time to complete this
student(s) need further remediation. formative assessment.
Where there is a gap in the skill set of student(s), the
Small Group Instruction:
teacher should refer to lessons from the second
Students who are showing difficulties
grade Florida standards cluster 2.NBT.1-4 and
comprehending this material, will be
complete further remedial lessons individually or in
pulled into small-groups. These groups
small group as needed, as well as, use "think aloud"
will focus on vocabulary, thinking
to review needed skills within the current lesson
through word-problems, and use of
demonstration.
manipulatives as we solve each
equation/problem.
Small-Group reteach method: Students
should identify where the number will
fall on the number line and which "ten" it
is closest to.
Closure /
Wrap-Up
Ask: Why do we round up when solving By wrapping up our lesson with a
How will you some problems, but round down when classroom discussion, we are engaging
conclude your solving others? all our students while fostering proper
lesson? What English skills. We are encouraging our
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for ELL Level
follow-up Elicit responses from students to guide them to the students to share their opinions, ideas,
activities fact that the "need" demonstrated in the problem and findings.
(homework, guides you to round up or round down.
etc.) do you
have planned? If you have 18 people coming to a party you must
How can have more than enough cupcakes for everyone, so
students connect you "round up". If you have a limited amount of
this material to money to spend, then you must round down because
their personal you cannot spend more than you have.
lives & home
culture?
(HomeFun)
Extension:
Challenge students who exceed proficiency

expectations of this standard (those who quickly and
accurately create and solve problems by rounding to
the "tens" place and are proficient in explaining
their reasoning), to explore applying their
knowledge to using the place value of "hundreds" or
"thousands" to create and solve real world problems.
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ELL Strategies Checklist

ESOL Strategies Incorporated Into Lesson:
Instruction Student Engagement & Interaction Assessment
Building Background Knowledge/Prior to DRTA (Directed Reading Thinking Activity) Prior to Assessment:
Instruction: Semantic Feature Analysis Teach test-taking skills
Predicable Routines SQ3R (Survey, Question, Read, Recite, Teach study skills
KWL /Advanced Organizers Review) Teach test-format (vocabulary &
Video / Technology to Build Background Cooperative Reading pragmatics)
Knowledge Peer Review Ongoing formative assessment (formal
Story Mapping Alternate representations of text drawing, informal)
Personalization / Integration of students interest / visuals, posters, artwork, graphic, pictures, Summative assessment
culture videos, project work During Assessment:
Real-life connections Cooperative Learning Visual supports
Field Trips Think-Pair-Share (Partner Scaffolding) Word Banks
Guest speakers Stations / Hands-On Learning Centers Reduction in questions
Books/Materials on tape audio materials TPR Verbal answers
Native-Language Materials Role-Play / Drama Drawing / Artwork
During Instruction: Scripted Practice / Dialogs Acceptance of shorter answers
Brainstorming Activities Choral Reading Models
Guided Notes /Teacher Notes 4 Corners Key textual supports
Graphic Organizers Venn Panel Discussion Cloze procedures
Diagrams Round Robin Extra time
Visual Support T-charts Carousel Brainstorming Assessment read to student
Timelines Sequenced Alternative comprehension checks & student Diagrams, Maps, Charts in lieu of text
Pictures feedback/response (response cards, smartboard Rubrics
Manipulatives Realia clickers, PollEverywhere, Mini-dry erase Paraphrase Questions
Experiments / Simulations Diagrams, boards, PostIts) Separate content from language
Maps, Charts Face savers Modeled Responses
Teacher think-alouds Pre-Pair / Numbered Heads Response Charts
Modeling Procedures Dialogue journals Identification &/or completion questions
Slow down/Simplify idioms Jigsaw readings Performance-based / mastery assessment
Wait time
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Various questioning techniques & levels Peer Retelling Peer & self-assessment
Preview & Review while teaching Peer Teaching Portfolio assessment
Cultural Instruction Songs / Games Extra chances
Learning Strategy Instruction Reading/Writing/Speaking Buddies
Teach listening cues
One-on-one instruction
Small Group Instruction
Overt language instruction
Home language instruction
MAFS.3.NBT.1.1: Use place value understanding to round whole numbers to the nearest 10 or 100.

After completing the formative assessments for proficiency with place value,
the concept of "half-way", and estimation using a real world context, students 1) How can I use place value and "half-way numbers" to
will complete the lesson which uses their prior knowledge to support them in round whole numbers to the nearest "tens" place?
drawing conclusions about number patterns used in estimation and rounding
2) How can I use place value and "half-way numbers" to
numbers. Students will identify which "ten" or "hundred" the whole number
round whole numbers to the nearest "hundreds" place?
falls closest to based on whether the number falls before or after a "half-way"
number. Finally students will conclude that there are number patterns that 3) What patterns do I see?
guide estimation when one does not have a specific context that determines a
need. Specifically we can use "half-way" numbers that are multiples of 5 to
guide whether we "round up" or "round down" when estimating stand alone
numbers.
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Students will be able to round whole numbers to the nearest 10 or 100 using half-way numbers and explain the reasoning and
mathematical thinking behind their conclusion using precise language such as digit, place value, round, and estimate.
The student will be able to orally describe the process of rounding in regards to place value, to the nearest 10 or 100 while working
with numbers up to 1,000 (Intermediate & Speech Emergent).
PP, IF, SE).
Digit
Place Value
Round
Round-Up
Round-Down
Estimate

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for ELL Level
Introduce the objective of
the lesson: "Today we will N/A
explore how to round whole
numbers to the nearest 10s
or 100s place."
Start-Up/
Intro vocabulary word
Warm-Up
"round": When we "round"
a whole number in math, we
How will you
estimate by finding the
hook your
number it is closest to, that
students?
ends in a zero (like 10, 20,
How will you
30 for the tens place) or two
connect
zeros (like 100, 200, 300 for
information to a
the hundreds place). Think-Pair-Share (Partner
previously
learned lesson? We learned that there are Scaffolding) &
many situations in the real Reading/Writing/Speaking Buddies:
How will you
world where we may need By having our students participate in Turn
review key
to estimate or "round. Can & Talk, they can learn from their partners
concepts?
you take a moment to think opinions/ideas as well as their language
of a time when you might skills. This will foster English acquisition as
need to "round" numbers? they discuss the problem in mathematical
(Have students turn and terms.
talk, then share out a
student's example).
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for ELL Level
The situations we talked
about before usually gave
us a need to round up or
down (such as- review
examples). However,
sometimes we will find that
we may need to round
numbers for different
reasons. For example, we
may want to round numbers
that are all by themselves
because we want to add
them together using mental
math. In that case we will
need to think about the
numbers a little differently.
Today we will learn how
to use place value and "half-
way numbers" to round
whole numbers.
Introduction Expand your students

thinking by beginning a Chart Paper
How will you problem- If I was buying Markers
build background two items at the store and I Goldfish (for snacks/visual)
knowledge? wanted to estimate how Number lines (one projected
How will you much money I would need, on front board & individual
introduce/ I might think of the number lines for each student).
Incorporate your numbers this way. (Create
key vocabulary? a chart showing the
How will you
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for ELL Level
address needed following):
cultural Advanced Organizers & Real-life
Gum: 28 cents
objectives? connections:
Goldfish Snacks: 52
cents By preparing a chart that outlines the first
example, we are giving the ELLs a visual to
The gum I want to buy is refer to while following along with our
28 cents and the goldfish scenario. This scenario relates the material to
snacks are 52 cents. I can real-life as it pertains to the teacher buying
round 28 and 52 and then things for her class and makes this more
add them together to get a memorable.
good estimate of how much
money I will need. In this
case, mathematicians use
something called "half-way
numbers" to help them
round.(Show the
interactive rounding poster).
I made this poster for us to
use. It will help us to
visualize how "half-way
numbers" work.
First, I have to think -- Visuals allow English Language
What place value will I Learners to build an understanding of
round these numbers to? the content despite language barriers.
Well, both of these By watching/looking at different
numbers have a number in visuals, these students can piece
the ones place and the tens together an idea of what is being
place. The highest place taught and focus on relevant,
important information.
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for ELL Level
value I can round to is the
"tens" place.
Next, I have to think --
What number is in the
tens place in the number
28?
It is a 2, so I know there Manipulatives:
are 2 tens or 20 in the Students will be using number lines to help
number 28. 20 is my them work through our assessment problem.
starting bookend (mark This will allow them to visualize the problem
20 on the left side of the while working hands-on with their partner(s).
number line balance of
the interactive poster).
Then, I have to think
What is the next "ten" that
comes after 20? It is 30, and
30 is higher than 28, so I
will mark that as my ending
bookend (locate and
mark 30 on the number
line).
Now I will place 28 on the
number between the
"bookend" tens. (Count on
from 20 to 28 and write 28).
Finally, I will think What
number is the "half-way
number" between 20 and
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for ELL Level
30? It is 25, see how it is
half-way between the two
"bookend" numbers. The 28 Visual Support:
falls on this side of the
"half-way number" (indicate By having their instructor draw/illustrate,
by pointing to the 28). Since the students are now getting to see
the number is on this side of rounding while referring to an image
the "half-way number" it rather than computing in their head and
makes this side heavy, so looking strictly at a word-problem.
the tool will fall down just
like a balance scale and the
number will tumble into the
30 tube and become 30.
You see when a number
falls on the right side of the
"half-way number" we
round up to the next ten.
(Record all numbers on the
interactive poster
"bookends" go in blue
tubes, halfway number goes
in yellow tube and whole
numbers to be rounded go
in white areas with an arrow
indicating whether to round
up or round down this is
necessary to review later to
identify patterns See
visuals.)
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for ELL Level
Introduce partner activity:
Partners will need their interactive
Interactive Rounding
rounding poster, dry erase markers,
Poster
and a set of number cards and their
math journal, or paper, to record Math Journal/Paper
their answers and mathematical Pencil(s)
thinking. Dry-erase markers
Core Number cards
Partner Activity:
Instruction /
Lesson Delivery
1. Choose a number card. This
is the number that you will
How will you Teacher will circulate to provide guidance
round (Example: 86)
assure and reteach as needed. When each
2. Now work with your
comprehensible partnership has completed their number card
partner to identify the place
input? How will set, they should complete the Exit Slip to
value you will round to.
you meet the check out and receive the independent
3. Then identify the "bookend"
needs of multiple practice assignment for homework.
tens or hundreds and mark
learning styles?
on your poster.
How will you
4. Now identify the "half-way
utilize different
number".
modalities of
5. Place your number card on
instruction?
the correct side of the "half-
way number."
6. Decide: Will you "round
up" or "round down"? Extra time:
7. What number did you If needed, ELL students will be given
round to? Check your additional time to complete this formative
answer. assessment.
(When preparing cards,
write correct answer on the
23
for ELL Level
back of the number card for Acceptance of shorter answers:
self-checking). We will also allow these students to give
8. Write down your shorter word-problems and those students
mathematical thinking and who do not feel comfortable sharing aloud,
responses to the guiding do not have too (the teacher can do this for
question in your math them).
journal.
Students who demonstrate

Paper Small Group Instruction:
proficiency with the lesson will
complete additional rounding Pencil Students who are showing difficulties
Student exercises for homework, to Homework Sheets comprehending this material, will be pulled
Engagement & reinforce concepts. Students who Exit Slip into small-groups. These groups will focus
Application on vocabulary, thinking through word-
demonstrated difficulty with the
(Practice) problems, and use of manipulatives as we
concept, should complete practice
solve each equation/problem.
that remediates as per their needs to
What will extend remedial individual or small
students do with Acceptance of shorter answers:
group instruction.
the information We will also allow these students to give
they have Exit Slip: Observe student shorter word-problems and those students
learned? How interactions in guided practice and who do not feel comfortable sharing aloud,
will students collect student created word do not have too (the teacher can do this for
actively engage problems. them).
with the
material? - The Exit Slip asks students to Assessment read to student
identify the "halfway numbers" of The instructor/teacher will be circulating the
two provided numbers. It also asks room during this time and providing support,
students to round a number up or if needed, to our ELL students.
down to the nearest "tens" or
"hundreds" place value.
24
for ELL Level
9. (Summative Assessment):
Assessment read to student
- For this lesson summative, the - Exit Slip The instructor/teacher will be circulating the
teacher should observe student - Document Camera room during this time and providing support,
interactions throughout guided - White Board if needed, to our ELL students.
practice/partner activity. Students - Dry-erase Markers
should complete the Exit Slip - Paper
provided. The Exit Slip asks - Pencil Extra time:
Evaluation / If needed, ELL students will be given
students to identify the "halfway
Assessment additional time to complete this formative
numbers" of two provided
numbers. It also asks students to assessment.
What you assess
round a number up or down to the
(formatively)
nearest "tens" or "hundreds" place
student learning? Wait Time:
value.
How will you We will be making sure to give every student
evaluate the (Formative Assessment): ample time to complete their conversations
attainment of the and whiteboard work. That way our ELLs
lesson - In "Rockin Round the Number
Line: Lesson One," students are not rushed while they work
objective(s)? collaboratively to reach the correct answer.
completed a comprehensive pre-
assessment to evaluate their
knowledge of place value and
number line use.
- The teacher will complete a quick
formative assessment to determine
the student's prior knowledge of the
term "half-way", as well as, the
understanding of the concept of
estimation using a number line as
presented in Lesson One.
25
for ELL Level
- The teacher should present the
question prompts to students using
a document camera. Students
should utilize a whiteboard and dry
erase marker (or similar tool) to
respond to the prompts.
Possible prompts to allow students
to explain reasoning:
o How do you say this Acceptance of shorter answers:

number?
We will also allow these students to give
o Why did you put these
shorter word-problems and those students
blocks here? (ex. "The
who do not feel comfortable sharing aloud,
expanded form says
do not have too (the teacher can do this for
600+60+8, that means I
them).
need 6 of the hundreds here,
6 of the tens here, and 8 of
the ones here.")
o What is the value of the 3
tens you have here? (ex. 30)
o How do you know? (ex. "I
can count them like this 10,
20, 30,... 3 tens is 30")
o What did you do to compare
these two numbers? (ex. "I
looked at the hundreds digit
first and saw that they were
the same, so then I looked at
the tens digit and saw that
this digit was larger than
26
for ELL Level
this one so I know it is the
larger number.")
Think-Pair-Share (Partner
- Teacher should ask for students to Scaffolding) &
present their responses by saying Reading/Writing/Speaking Buddies:
"All Show" at which time students By having our students participate in Turn
hold up their answers for the & Talk, they can learn from their partners
teacher to quickly review and opinions/ideas as well as their language
assess if the knowledge level is skills. This will foster English acquisition as
sufficient to continue or if they discuss the problem in mathematical
remediation of the term "half-way" terms.
and/or concept of estimation are
needed.
- After observing answers, the
teacher should instruct the students Small Group Instruction:
to turn to their shoulder partner and Students who are showing difficulties
explain their thinking for both comprehending this material, will be pulled
into small-groups. These groups will focus
problems. The teacher can then
on vocabulary, thinking through word-
circulate and provide quick
problems, and use of manipulatives as we
individual remediation as needed.
solve each equation/problem.
*If remediation of the term "half-
way" is needed by a majority of the
class, I recommend quickly
modeling the concept using the
teacher and two students by placing
the teacher "half-way" between the
students as an example. This
method can also be used as a quick
small group if needed.
27
for ELL Level
*If the concept of estimation is in Extra time:
need of remediation, you may do a If needed, ELL students will be given
quick "think aloud" using the additional time to complete this formative
prompt example. You may also assessment.
consider doing further lessons or
small groups in the future to
support the concept.
Ask: What number patterns do By wrapping up our lesson with a

classroom discussion, we are
Closure / Wrap- you notice on your interactive Suggested engaging all our students while
Up rounding poster? What
mathematical thinking did you Technology: Document fostering proper English skills. We
record in your journal? Camera are encouraging our students to share
How will you Interactive Rounding Poster their opinions, ideas, and findings.
conclude your (Students may meet with other Math Journal/Paper
lesson? What partnerships to discuss observations Record Chart (chart paper)
follow-up and form conclusions if needed).
activities Think-Pair-Share (Partner
(homework, etc.) Have students share out. If needed, Scaffolding) &
do you have guide their thinking to discover the
following conclusion: Reading/Writing/Speaking Buddies:
planned? How By having our students participate in
can students 5 is always in the halfway number collaborative work, they can learn from their
connect this between "tens" and "hundreds": 5, partners opinions/ideas as well as their
material to their 15, 25, 35, 45, 55, 65, 75, 85, 95 -- language skills. This will foster English
personal lives & 150, 250, 350, 450 , 550... so when acquisition as they discuss the problem in
home culture? rounding to "tens," "hundreds", mathematical terms.
(HomeFun) "thousands", and so on, the "half-
way numbers" will always be a
multiple of 5.
28
for ELL Level
(Record on a chart with any other
student generated conclusions that
are based on evidence)
Extensions: Allow students who

exceed proficiency expectations of
this standard to apply their
knowledge to numbers using the
"thousands" place value. Students
can create their own number cards
and begin to consider conclusions
and generalizations.

29

Wait time Peer Retelling Peer & self-assessment
Various questioning techniques & levels Peer Teaching Portfolio assessment
Preview & Review while teaching Songs / Games Extra chances
Cultural Instruction Reading/Writing/Speaking Buddies
Learning Strategy Instruction
30
MAFS.3.NBT.1.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction.
MAFS.3.OA.4.8 Solve two-step word problems using addition or subtraction. Represent these problems using equations with a symbol
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including
rounding.

Through playing a game, the students use the number line as a model to help
them integrate the use of place value to round numbers to the nearest tens.
o In which real-life situations do we need to use
This lesson supports the student's engagement in the math practice of "Make rounding?
sense of problems and persevere in solving them" during the game, where o What patterns do you see when rounding using the
students need to decide where to run by making sense of the situation, and number line?
during the problem-solving section of the summative assessment. The second
math practice present in this lesson is "Model with mathematics." This practice
is evident by using the number line as a tool to model what to do when
rounding numbers. The students actually are modeling, for themselves and
their classmates what to do when round numbers.
The students will round numbers in the range of ten to ninety to the nearest tens correctly.
31
The student will be able to whisper read (reading along with instructor/teacher) word problems that involve numerous steps (Early-
Production & Pre-Production).
The student will be able to read two-step word problems aloud prior to solving for each addition/subtraction problem (Intermediate &
Speech Emergent).
After reading, the student will be able to recognize that every culture has given terms, names, and traditional roles of being a
grandparent (EP, PP, IF, SE).
The student will be able to understand that different cultures have different traditions/roles that family members play. (EP, PP, IF, SE).
Back/Backwards
Middle
Farther
Reverse
Forward
Behind
32
The students should know the concepts of back, middle, front, forward, backward, closer to, farther from, number line, place value
(ones and tens), and estimate.
for ELL Level
Start-Up/
Warm-Up https://www.brainpop.com/math/dataanalysis/rounding/
Video / Technology to Build
How will you We decided that we would incorporate a BrainPOP Jr. Computer Background:
hook your video into our lesson. After working with numerous Projector
students? age-groups and ESOL students, we have found that BrainPop Video Visuals allow English Language
How will you these videos are very engaging and successful while Learners to build an
connect introducing new topics. After watching the videos, understanding of the content
information to a there are short quizzes you can complete with your despite language barriers. By
previously class to determine their level of comprehension. watching/looking at different
learned lesson? visuals, these students can piece
How will you together an idea of what is being
review key taught and focus on relevant,
concepts? important information.
33
for ELL Level
Base-ten blocks
The teacher presents the lesson by asking: In
Paper Real-life connections:
which real-life situation do we need to use
rounding? Pencil(s)
- Possible answer: When we go to the Whiteboard This scenario relates the material to
Dry-erase real-life as it pertains to the teacher
shopping mall and when we buy things.
Introduction markers buying things for her class and makes
The teacher will ask: What does it means to
Coloring utensils this more memorable.
estimate? (Possible answer: Get close to the
How will you real number. It is like rounding.) The teacher
build should check for the following words: back
background Acceptance of shorter answers:
(Possible answer: Something that is behind...)
knowledge? We will also allow these students to give
middle (Something that is exactly dividing
How will you shorter word-problems and those
something in two.), front (Possible answer:
introduce/ students who do not feel comfortable
Something that I can see in front of me.),
Incorporate sharing aloud, do not have too (the
forward (Possible answer: When you move to
your key teacher can do this for them).
the front.), backward (Possible answer: When
vocabulary? you move in reverse, behind you.), closer to
How will you (Possible answer: Near), and farther from
address needed Manipulatives:
(Possible answer: Away from me).
cultural Students will be using number lines to
The teacher asks: How can we represent 45
objectives? help them work through our assessment
and 72 using base ten-blocks?
problem. This will allow them to
The students will mention and explain through
visualize the problem while working
drawing of base ten-blocks manipulatives
hands-on with their partner(s).
available on a table on the front of the class.
(Possible answers: 45 = four tens and five ones
I I I I and 72 = seven tens and two ones I I I I I I
I).
Core The teacher will introduce the game "Food

Instruction / Delivery to Grandma's House".
34
for ELL Level
Lesson The game consists of a number line drawn on
Delivery the board, two houses on each side of the
number line, the numbers written on the number
How will you line that will be use for rounding, a little paper Whiteboard
assure bag and a student to do the journey. Dry-erase Visuals allow English Language
comprehensible The teacher says: This game has a story on it. marker Learners to build an understanding of
input? How The story is about you delivering food that your Number line(s) the content despite language barriers.
will you meet mother cooked for your grandmother. You live By watching/looking at different visuals,
the needs of in the house on the left and your grandma lives these students can piece together an idea
multiple in the house on the right of the number line. of what is being taught and focus on
learning styles? Your objective is to keep the food from getting relevant, important information.
How will you wet with the rain. It is important for you to
utilize different know where to run when the rain starts falling,
modalities of in that way the food will be safe from the rain
instruction? and granny will enjoy delicious food from your
mom.
Teacher asks: "Who would like to go
first?" (Select students who might help you
develop the lesson concept quickly and clearly. Modeling Procedures & Stations /
Then you can invite other students to Hands-On Learning Centers:
demonstrates their understanding as well.)
By having our ELLs mimic a number
The numbers to be used for this game are 32, line and the correlating problem on their
38, 35, 74, 76, 75, 11, 19, and 15. The reason own whiteboard, this allows for them to
why they are in that order is because during the be more hands-on with the example and
whole game the teacher will be pointing to the demonstrate an individual understanding
rules of rounding in an indirect way by using on how to round while using a number
the words back, middle, front, forward, line.
backward, closer to, farther from, and by
observing the ones place value.
35
for ELL Level
The first three numbers could sound like this:
Okay, Nick take the bag with the food for
granny? Now, step on 30 and start walking. It
starts raining when you get to 32. Where are
you going to run? To your house or to
grandma's house? (Possible answer: To my
house.) Why? (Possible answer: Because it
is closer.) Good, you need to go backwards or
back to 30 to keep the food dry. Now, what
digit is in the ones place value? (Possible Acceptance of shorter answers:
answer: Two.) Very good, two. Thank you. We will also allow these students to give
shorter word-problems and those
Who would like to be next? Yes, Peggy. Take students who do not feel comfortable
the bag, step on 30 and start walking. Rain sharing aloud, do not have too (the
starts falling when you get to 38. Where are you teacher can do this for them).
going to run? To your house or to grandma's
house? (Possible answer: To my grandma's
house) Why? (Possible answer: Because it
is closer.) Good, you need to go forward or
ahead to 40 to keep the food dry. Now, what
digit is in the ones place value? (Possible
answer: Eight.) Very good, eight. Thank
you.
After completing all the numbers for the game
the teacher will guide a discussion about the
patterns found at the time to round a number.
- What patterns do you see when rounding by
using the number line in the game? (Possible
answers: The numbers rounded to the previous
tens had 1, 2, 3 or 4 in the ones place and the
numbers rounded to the next tens had 5, 6, 7, 8
36
for ELL Level
and 9 in the same place.) What about the
zero? (Possible answer: When we rounded
there, it already had a zero in the ones place.)
The observations will be written on the board.
Acceptance of shorter answers:

The teacher will ask the students to put away Paper We will also allow these students to give
Student everything, except a pencil. Pencil(s) shorter word-problems and those
Engagement & The teacher will provide the practice worksheet Worksheet students who do not feel comfortable
Application and the students will work on it for twenty Smartboard sharing aloud, do not have too (the
(Practice) minutes. teacher can do this for them).
The teacher will say: If you finish before time
What will is called, please go back and check your work
students do with carefully. Assessment read to student
the information The teacher will walk around while the The instructor/teacher will be circulating
they have students are working on the test. After twenty the room during this time and providing
learned? How minutes, the teacher will collect the practice support, if needed, to our ELL students.
will students worksheet.
actively engage
with the On the Smartboard (If there is no Smartboard Extra time:
material? you can exchange the students' papers and let If needed, ELL students will be given
them check the exercises that will be additional time to complete this
discussed.) One exercise of each part will be formative assessment.
discussed.
37
for ELL Level
(Summative Assessment):
At the independent practice part of the lesson, the Extra time:
students will complete a practice worksheet that will If needed, ELL students will be given
serve as an indicator of mastery of the skill. The Practice additional time to complete this
worksheet will contain fifteen exercises of rounding. Worksheet formative assessment.
Five of those exercises will be using the number line to Pencil(s)
Evaluation / make them recall the situational game presented in the Masking Tape
Assessment lesson, five will be presenting just a number to round to Cards
the nearest tens and the last five exercises will be
What you assess rounding within a situational problem.
(formatively)
student (Formative Assessment): Manipulatives:
learning? How Through the questions given at the introduction and Students will be using number lines to
will you guided practice part of the lesson; oral responses help them work through our assessment
evaluate the (individually, small group or whole group choral problem. This will allow them to
attainment of responses) will serve as an indicator of absence or visualize the problem while working
the lesson presence of the necessary background knowledge. hands-on with their partner(s).
objective(s)?
During the guided practice part of the lesson, the
students will demonstrate their understanding by going
to the front of the classroom to go forward or
backwards on the number line placed on the board or in
the floor (with masking tape, cards with the number
written already to identify the numbers in the number Small Group Instruction:
line) during the game: "Food Delivery to Grandma's Students who are showing difficulties
House". This will serve as an indicator of comprehending this material, will be
understanding of when to round to the next or previous pulled into small-groups. These groups
tens. Also, as indicator of the misconception of will focus on vocabulary, thinking
rounding a number to the previous tens when a the digit through word-problems, and use of
38
for ELL Level
in the ones place is five. manipulatives as we solve each
equation/problem.
Closure /
Wrap-Up
In choral reading, the students will read the
How will you patterns obtained from the previous discussion.
conclude your The students will receive a worksheet that will Paper
lesson? What contain five exercises to practice and the rules Pencil(s)
follow-up for rounding for homework. Worksheets
activities Book
(homework, Acceptance of shorter answers:
etc.) do you We will also allow these students to give
have planned? Extension: Have students write about their personal shorter word-problems and those
How can culture in regards to family, common traditions, and students who do not feel comfortable
students connect roles played by family members. This can be done in sharing aloud, do not have too (the
this material to class, if time permits, or as a homework assignment. teacher can do this for them).
their personal
lives & home
culture?
(HomeFun)

39
Wait time Peer Retelling Peer & self-assessment
Various questioning techniques & levels Peer Teaching Portfolio assessment
Preview & Review while teaching Songs / Games Extra chances
Cultural Instruction Reading/Writing/Speaking Buddies
Learning Strategy Instruction
40
41

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Modified Unit Plan - Amanda Abby

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ESOL III Lesson Plan Template Amanda Dunphy & Abigail Still

ESOL III ESOL Infused Unit Plan

Amanda Dunphy & Abigail Still

Instructor(s): Alessandro Cesarano

Content Objective(s): Students will be able to

Linguistic Objective(s): Students will be able to

Cultural Objective(s): Students will be able to

Standards and Objectives

Specific Lesson Standard(s):

Lesson Big Idea: Lesson Essential Question(s):

Lesson-Specific Content Objective(s): Students will be able to

Lesson-Specific Linguistic Objective(s): Students will be able to

Lesson-Specific Cultural Objective(s): Students will be able to

Knowledge on how to count by 5s, 10s, and 100s

Pacing and Sequencing

o ___________ was having a party.

Ask: What is important here? (Identify: 18

Core Now sometimes our problem might be a little

o Which "hundred" is the number 340

(Introduce partner activity and assign partners)

Wait Time & Acceptance of shorter

Upon completion of this formative assessment the Extra time:

Challenge students who exceed proficiency

ELL Strategies Checklist

Standards and Objectives

Specific Lesson Standard(s):

Lesson Big Idea: Lesson Essential Question(s):

Lesson-Specific Content Objective(s): Students will be able to

Lesson-Specific Linguistic Objective(s): Students will be able to

Lesson-Specific Cultural Objective(s): Students will be able to

Knowledge on how to count by 5s, 10s, and 100s

Comprehension of multi-digit numbers written in expanded form (8 hundreds + 5 tens + 3 ones)

Pacing and Sequencing

Introduction Expand your students

Students who demonstrate

o How do you say this Acceptance of shorter answers:

Ask: What number patterns do By wrapping up our lesson with a

Extensions: Allow students who

ELL Strategies Checklist

culture videos, project work During Assessment:

Standards and Objectives

Specific Lesson Standard(s):

Lesson Big Idea: Lesson Essential Question(s):

Lesson-Specific Content Objective(s): Students will be able to

Lesson-Specific Linguistic Objective(s): Students will be able to

Lesson-Specific Cultural Objective(s): Students will be able to

Pacing and Sequencing

Core The teacher will introduce the game "Food

Acceptance of shorter answers:

ELL Strategies Checklist

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