Mathematics Lesson Plan Template

1. Name(s)
Susanne Spencer
2. Lesson Title
“The Road to Rounding”
3. Grade level
3rd Grade
4. Previous knowledge: Description of the knowledge students need prior to learning this lesson.

Students would need to have an understanding of whole numbers through 100. Students
should remember and understand place value taught in second grade (NY-2.NBT). Students
should be able to count to 100 by 10s.

5. Concepts and skills: List of concepts and skills involved in the lesson. This list will help you
choose activities to help students develop understanding for each concept and skill.

Rounding (for place values of one, ten, and hundreds), counting by 10s.

6. Objectives: Usually no more than three. Connect these to your assessments. Include objectives
that focus on conceptual understanding and problem solving.

a. Students will be able to independently round whole numbers to the nearest ones, tens
place.
b. Students will be able to tell where which multiple of 10 the factor will round to.

7. Standards: List of the Common Core content standards and mathematical practices standards
that lesson objectives are addressing.

(NY-3.NBT) Use place value understanding and properties of operations to perform multi-digit
arithmetic.
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
2. Fluency add and subtract within 1000 using strategies and algorithms based on place
value, properties of operation, and/or the relationship between addition and
subtraction.

Students should be able to understand how to apply the concepts of rounding to new problems
they will encounter.

8. Materials: List of learning materials and resources.

Whiteboards for each student, plus two extra
Duct tape
SmartBoard
Number line paper strips
Toy car
 Whiteboard markers
Number cards (randomly between 1 to 100, excluding numbers with 5 in the ones place)

9. Activities: Use the table below to describe your lesson’s activities.

*These activities are based on a 60 minute math period.

N Duration Activity Description Students’ role Teacher’s role Comments

1 20 Number Line Stretch- Students will be The teacher will While
minutes There will be a long line asked to participate act as a teacher
created with duct tape down in the game by facilitator should
the floor, with ten hash picking numbers and during this encourage
marks from one point to the helping to contribute investigation. the students
other. Underneath the two to the chart. Each The teacher will to notice how
end points will be a white student will be also be their bodies
board that the teacher will asked to participate responsible for are
use later. The teacher will in the lesson. Those writing the two stretching,
then have the students pick a students who are not tens place however the
number from the pile. The stretching at the number on teacher
teacher will create the time will be required either side should
number cards before the to make predictions during the almost act as
lesson. The cards will not and share their game. a bystander.
include any numbers with a answers as the Encourage
5 in the ones place with the activity goes on. the students
expectation that at most to find their
students might indicate a place by
curiosity if it is a number counting out
with 5 in the ones spot. This loud if they
will be part of the next are having
lesson. These cards will be trouble
between 0 and 100. Once the finding their
number is picked the teacher place on the
will go to the whiteboards number line.
and ask the students to
identify two surrounding
tens. Once that is determined
the teacher will label each
whiteboard correspondingly.
The student who picked the
card will be asked to come
forward and find the hash
mark that corresponds to
their number. The other
students who are watching
are encouraged to guess
which base ten they think
would be closer. Then they
 are asked to write their
answers on an individual
white board and show their
answers before the student
begins to stretch. Students
are encouraged to count out
loud to find their number.
When they are standing on
the hash mark that represents
the number, they are asked
to keep one foot on that
number and stretch the other
foot out to either one of the
tens end points. The teacher
should encourage the student
to notice how far apart their
feet feels. Have them return
both feet to their original
number, and then have them
stretch out their other foot to
the tens at the other end.
Again, have them take note
about the feeling of stretch
between their two feet. Ask
them which distance did they
stretch less for. On the
SmartBoard there will be a
running chart for each
number that is explored. At
the end, the chart should
reflect the numbers chosen
and the closest tens that
required the least stretch.
2 20 Rounding Road Trip- This Students will be The teacher will Students
minutes activity will be introduced asked to work in be there to should be
after the Number Line groups to be able to explain the prompted to
Stretch activity. At this point show their rules and to see the
student should have started understanding of make sure that relationship
to develop a sense of the number lines and if there is a real between
relationship of distance of relationships problem to help when we are
the various numbers to the between numbers give students past five we
surrounding tens. This and their closest tools and round to the
activity will expand their base ten. Students prompting nearest ten.
understanding of a more will be asked to questions to get
extensive number line with participate in the them back on
multiple tens points along entire activity. track.
the way. For this activity Otherwise the
students will be asked to students should
fashion a number for their use each other
own groups. There should be as resources.
an even split of students into
groups no more than four. In
their groups students will
work with each other to
create a number line
covering from 40 to 80.
After making the number
lines students are given a toy
car. This car will represent
their mode of transportation
for the road trip. Next the
teacher will introduce the
idea of the 10s places
represent the gas stations.
The teacher will then write a
number between 40 and 80
on the board and each team
will move that car to the spot
on the number line. Groups
will be asked to check with
each other to make sure
every car is on the same
spot. The students will then
be told that their car needs
more gas to finish the trip
and they need to identify the
nearest gas station. Have all
the groups check in and
share their thinking.
Eventually students might
ask the question of what to
do when they reach a
number with 5 in the ones
place. If this happens focus
students on the idea that
when there is an equal
distance to two gas stations
to move ahead in their
journey. Make sure to make
the connection between
when you round up and
when you round down.
3 10 minutes The teacher The students The teacher All students
will leave this will be will be should be
time for a participating prompting participating in
whole class and engaged in students about the discussion.
discussion. the discussion. where there
This will be the This will be the may be
time where the time for questions and
teacher will students to ask concerns.
spend time questions in
reviewing what areas they need
was learned in clarification.
activities 1 and
2. This time
will allow for
student
questions on
the topic
before they
complete their
exit ticket.
4 10 minutes Students will Students will The teacher This should be
be able to be responsible will be used as a
demonstrate for monitoring the formative
their independently students. assessment to
understanding completing an help guide the
of rounding by exit ticket next day’s
completing an showing their lesson.
exit ticket that understanding
has new of rounding
problems that from the days
students need lesson.
to apply their
rules of
rounding to
solve. The
problems will
all include
spaces for
students to
explain and
justify their
answers.

10. Assessment: Describe the forms of assessment that will be used throughout your lesson and how
they connect to the lesson objectives.
Formative Assessment

By observing the students’ abilities to find their place on the number line properly the

teacher can begin to get some sense of the students understanding of numbers from 0 to 100. By

predicting which base ten the number is closer to in the Number Line Stretch, teachers can get a

preliminary understanding of the prior knowledge each student may have about rounding.

Summative Assessment

At the end of the class, as part of the last activity. The teacher will put up a number on the

board and independently the students will determine whether to round up or down. They will

show their knowledge by writing either “up” or “down” on their whiteboards. The teacher will

then see who might be struggling with rounding still, and who got a grasp of the idea of

rounding. Students will also independently complete an exit ticket at the end of the lesson to

check understanding of rounding.

11. References: List of references for your lesson.

Beyond Traditional Math (2013, Nov. 17). Tricks are not for kids. Retrieved from
https://beyondtraditionalmath.wordpress.com/2013/11/17/tricks-are-not-for-kids/

J Durgin. (2013, Oct. 12). More rounding ideas & activities. Retrieved from
http://www.cfclassroom.com/2013/10/more-rounding-ideas-activities-common.html?m=1.

12. Any additional information