Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__

Understanding by Design

Unit Cover Page

Unit Title: ______Numbers________________ Grade Levels: ___4______________

Topic/Subject Areas: __Rounding/Math_______________________________

Key Words: ____Rounding, Comparing, Place Value, Predicting, and _Analyze_

Designed By: __Kirstie Robison__________ Time Frame: ___4 weeks________

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This unit focuses on place values, comparing numbers, and rounding numbers. The
students will learn how to read, write, and name place values as well as the difference
between standard, expanded, and word form of numbers. The students will understand
how to compare and round numbers. The students will understand how place values,
comparisons, and rounding all relate to one another. They will understand that
knowing all three can help in real life scenarios. For their final assessment, the
students will predict whether or not they have enough money for toys using an
estimation of the cost in comparison to how much money they have. They then will
see if their prediction is accurate.

Unit design status: X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__

STAGE 1 DESIRED RESULTS

Unit Title: ___Numbers________________________________________________

Established Goals (cite specific VA SOL):

4.1 The student will
a) identify orally and in writing the place value for each digit in a whole number expressed through
millions;
b) compare two whole numbers expressed through millions, using symbols (>, <, or = ); and
c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and
hundred thousand.
Understandings: Students will understand that Essential Questions:
(Provide 3 to 5) (Provide 3 to 5)
there are multiple ways to get an answer. How does knowing which number is
knowing how to estimate helps not just in greater than the other help you when
math but in real life scenarios such as shopping in a store?
counting money, cooking, and
How does learning to round help you add
approximating time.
or subtract numbers?
knowing place values is essential in being
able to round properly because when you How do knowing place values help you
round you are told to round to a specific round numbers?
place value. If you do not know place What are some instances where you want
values, you will not know which number to know which number is greater?
to round to.
When might you want to write number
rounding can help with addition and
out?
subtraction because it provides easier
numbers to add and subtract.
knowing how to write a number out will
help you to write a check.

Students will know: Students will be able to:

(Give at least 5) (List at least 5 skills)
the written names for the place values identify place values in numbers through
through the millions the millions place.
the verbal names for the place values compare two numbers.
through the millions
identify and use the greater than, less
the greater than, less than, or equal to
than, and equal signs.
symbols and terms.
which number is greater than the other. round numbers.
the rules of rounding numbers through the estimate two numbers.
hundred-thousands place. write and say numbers through the
millions place.
name each place value up to the millions.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments) (List 3 including MC quiz)
A Fun Day of Shopping (GRASPS)- Quiz- Multiple Choice Comparison
students will estimate the cost of three Prompt- Show two ways to add 52+37+40
toys and compare it to how much they Around the Classroom-the students will
have to predict if they have enough look throughout the classroom and find
money. They then will calculate the actual different numbers. They will write these
cost and compare it to how much they numbers down and label the place values.
have. They also will write them out in word and
Rounding (RAFT)- they have to write a expanded forms.
letter to a classmate explaining the rules
of rounding and how you can use
rounding outside of the classroom
(Rutherford 2002 p. 140).
Comparing (RAFT)- write a letter to a
friend that does not think math is
important. Explain to them why knowing
how to compare numbers is important.

Student Self-Assessment and Reflection

(List at least 2)
Exit tickets
Signal Cards to show how much they understand (Rutherford 2002 p. 154)
Frayer Model- Place Values
KWL chart (Rutherford 2002 p. 113)
Think-Pair-Share

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. The teacher will explain objectives and essential questions of the unit.
2. The teacher will explain the finals GRASPS project.
3. The students will complete a KWL chart on place values (Rutherford 2002 p. 113)
4. The students will listen to a song about place values (Place Values Song, 2014).
https://www.youtube.com/watch?v=NwHwsPq7DVY
5. The teacher will explain the objectives for the place value portion of the unit.
6. The students will color a place value chart to keep in their math journal. They also will
write standard, word, and expanded form of numbers in their journals.
7. The students will complete a frayer model on place values (Rutherford 2002 p. 17-18).
8. Around the Classroom- The students will look throughout the classroom and find different
numbers. They will write these numbers down and label the place values. They also will
write them out in word and expanded forms. This can be differentiated in a classroom. I
can pair advanced students with struggling students.
9. The teacher will explain place value homework due tomorrow.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__
10. The students will complete on exit ticket. The question they will answer is What did you
learn about Place Values today? (Rutherford 2002 p. 115)
11. The teacher will review the place value homework from the previous day.
12. Around the World (game)- The students compete to see who can identify place values the
quickest.
13. The students will participate in a Think-Pair-Share. They will discuss the question When
might you want to write a number out? (Rutherford 2002 p. 112)
14. The teacher will lead a review on place values by writing questions on the board for the
students to review as a class. The teacher will answer any questions the students have on
place values.
15. The students will take a quiz on place values.
16. Place Value Project- The students can choose whether they want to write a poem, song,
commercial, or give a speech about place values. They must include standard, expanded,
and word form as well as the importance of place values in the real world. This can be
differentiated. The students can choose if they want to work with groups up to four or
independently. Also, for remediation students the teacher can provide a template for them
to follow.
17. The students will complete a KWL chart on comparing numbers (Rutherford 2002 p. 113).
18. The students will listen to a comparison song as a hook (Number Gators, 2014).
https://www.youtube.com/watch?v=M6Efzu2slaI
19. The teacher will explain the objectives for the comparison section of the unit.
20. As a class, the students will complete an anchor chart for comparing numbers. They then
will copy the anchor chart into their math journals (Cruz, 2013).
https://www.pinterest.com/pin/10273905372199735/
21. At the end of class, the students will put on their desk a green card if they understand,
yellow if they understand a little bit, or a red if they do not understand (Rutherford 2002 p.
154).
22. A greater than, less than, or equal to foldable for their math journals for them to quiz
themselves on comparisons (Davis, 2013).
https://www.pinterest.com/pin/231302130835331014/
23. Comparison Dice Activity- The students will roll two dice and write down the sum of that
roll. They will then roll the dice again. They will write down the sum and compare the two
sums using the three comparison symbols. They can work in pairs or independently.
24. The teacher will explain comparison homework due tomorrow.
25. The teacher will review comparison homework.
26. The class will break off into three groups for centers. The first group will use whiteboards
to practice comparing numbers. The second group will use technology to play math
comparison games online. The third group will come up with a game for comparing
numbers. They will write their idea down and share at the beginning of class tomorrow.
These will be ten minute rotations. The groups will have advanced, struggling, and
remediation students in them, so they can learn from one another.
27. The groups will share their game ideas from the day before.
28. Comparing Numbers Game (Numbered Heads Together)-The class will break of into
groups of four or five. They will compete against other groups on comparing numbers
(Rutherford 2002 p. 103).
29. The students will participate in a Think-Pair-Share. They will discuss the question When
might you compare numbers outside the classroom? (Rutherford 2002 p. 112)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__
30. The teacher will lead a review on comparing numbers by writing questions on the board
for the students to review as a class. The teacher will answer any questions the students
have on comparing numbers.
31. The students will take a multiple choice quiz on comparing numbers.
32. Comparison RAFT- The students will write a letter to a friend that does not think math is
important. They will explain to their friend why knowing how to compare numbers is
important. This can be differentiated. The more advance students will also explain to their
friend why knowing place values is helpful when comparing numbers. The remediation
students will receive a template they can follow (Rutherford 2002 p. 140).
33. The students will complete a KWL chart on rounding (Rutherford 2002 p. 113).
34. The students will listen to a song on rounding as a hook (Rounding Numbers, 2014).
https://www.youtube.com/watch?v=pNfz-JU2cKE
35. The teacher will explain the objectives of the rounding section of the unit.
36. The students will complete a rounding worksheet in their math journal (Wiggins, 2014).
http://www.havingclassinthird.com/2014/11/rounding-rollercoaster-freebie.html?m=1
37. As a class the students will review the rounding rollercoaster in order to help them
remember what numbers round up and what number round down.
38. The students will complete an activity using cards. They will pull six cards from a deck
and write a number down using those six numbers. They then will round this number to the
tens, hundreds, thousands, and ten-thousands.
39. The teacher will explain rounding homework due tomorrow.
40. The students will complete on exit ticket. They will answer the question When might you
need to round outside the classroom? (Rutherford 2002 p. 115)
41. The teacher will go over their homework.
42. The class will be broken into three groups for centers. The first group will use whiteboards
to practice rounding. The second group will use technology to play math rounding games.
The third group will play rounding games. These will be ten minute centers.
43. The students will complete a prompt. They will Show two ways to add 52+37+40.
44. The students will play tic-tac-toe in pairs using rounding questions and terms (Rutherford
2002 p. 98)
45. The teacher will review rounding by writing questions on the board for the students to
review as a class. The teacher will answer any questions the students have on rounding
numbers.
46. The students will complete a quiz on rounding.
47. The students will complete a RAFT. They have to write a letter to a classmate explaining
the rules of rounding and how you can use rounding outside of the classroom. This can be
differentiated. The advanced students will also explain how place values, comparison, and
rounding relate. The remediation students will receive a template for them to follow
(Rutherford 2002 p. 140).
48. A Fun Day of Shopping GRASPS- The students will estimate the cost of three toys and
compare it to how much they have to predict if they have enough money. They then will
calculate the actual cost and compare it to how much they have. This will be differentiated.
Students that are advanced will start out with more money and have more toys to total the
cost of. The remediation students will either receive a template or be given three toys at the
start to total the cost of instead of having to choose three toys.
49. The teacher will ask the students to reflect about how place values, comparisons, and
rounding relate to one another. They also will reflect on how the three can be used in the
real world.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__

Stage 3 Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
Objectives and Frayer Model Review Homework Place Values Place Values
Essential Questions Around the Around the World Review Project
Explain GRASPS Classroom Think-Pair-Share Place Values Quiz
KWL chart Explain Homework
Place Value Song Exit Ticket
Explain Objectives
Place Value Chart
6. 7. 8. 9. 10.
KWL chart Greater than, less Review Homework Groups will share Comparison
Comparison Song than, or equal to Centers their game ideas. Review
Explain objectives foldable Comparing Comparison Quiz
Anchor Chart Dice Activity Numbers Game
Signal Cards Explain Homework Think-Pair-Share

11. 12. 13. 14. 15.

Comparison RAFT KWL Chart Review rounding Review Homework Prompt
Rounding Song rollercoaster Centers Tic-Tac-Toe
Explain objectives Cards Activity
Rounding Explain Rounding
Rollercoaster Homework
Exit Ticket
16. 17. 18. 19. 20.
Rounding Review Rounding RAFT A Fun Day of A Fun Day of A Fun Day of
Rounding Quiz Shopping GRASPS Shopping GRASPS Shopping GRASPS

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__

Name:_____________________________

A Fun Day Shopping

You have to create a poster board to prove to your mom that you have enough money for three
toys in the toy store. You will estimate how much you think the toys will cost in comparison to how
much money you have. This will help you predict whether or not you will have enough. Then you will
calculate the actual cost in comparison to how much you have.

Excellent Good Needs Improvement

(22-25 points) (18-21) (0-17)

Creativity of Poster Board
(25 points)
Your poster board is neat Your poster board is a
and is very creative. It little messy and shows a
includes three photos of little creativity. It includes
the toys and three prices. two photos and two
prices.
Your poster board is
messy and shows little
creativity. It includes one
photo and one price.

Accuracy of Rounding You correctly rounded the Your work shows that Your work shows that
price of the toys in the you understand the rules you do not understand the
(25 points) store. You showed that of rounding; however, rules of rounding.
you understand the rules you made a math mistake
of rounding. and missed the correct
answer.

Accuracy of Actual Cost You correctly added the You made a math error, Your work shows that
price of the toys in the but your work shows you you do not understand
(25 points) store. understand how to add. how to add.

Comparison Symbols Your two comparison One of your comparison Both of your comparison
symbols are correct symbol is correct. symbols are wrong.
(25 points) showing you understand
how to compare two
numbers.

Comments:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic Rounding__ Subject(s) ___Math_ Grade(s) 4_ Designer(s) _Kirstie Robison__
References

Cruz, A. (2013). Comparing Numbers [Pinterest Post]. Retrieved October 5, 2016, from

https://www.pinterest.com/pin/10273905372199735/

Davis, J (2013). Greater Than, Less Than [Pinterest Post]. Retrieved October 8, 2016 from

https://www.pinterest.com/pin/231302130835331014/

Fancy-Place Value Song (2014, August 24). Retrieved from Youtube:

https://www.youtube.com/watch?v=NwHwsPq7DVY

Number Gators (Greater Than, Less Than Symbols Song) (2014, July 16). Retrieved from Youtube:

https://www.youtube.com/watch?v=M6Efzu2slaI

Rounding Numbers Song: Nearest Ten & Hundred 3rd (Third) Grade - 4th (Fourth) Grade by

NUMBEROCK - YouTube. Retrieved October 01, 2016, from

https://www.youtube.com/watch?v=pNfz-JU2cKE

Rutherford, P. (2002). Instruction for all students: Strategies, resources, rationales (Second ed.).

Alexandria, VA: Just ASK Publications.

Wiggins, A (2014, November 28). Rounding Rollercoaster Freebie [Blog Post]. Retrieved October 6,

2016 from http://www.havingclassinthird.com/2014/11/rounding-rollercoaster-freebie.html?m=1

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8