TheatreBridge Lesson Plan Template
Title of Lesson: Round to the nearest tens and hundreds Date of Actual Lesson: 10/13/11
Instructor/Author: Joanne Gepppert
Grade: 6th
Arts: Visual Arts
Content Area/Subject: Math
Standards:
Standard 3.0 Creative Expression and Production
Standards:
Standard 6.0 Knowledge of Number
Relationships and Computation/Arithmetic:
Students will describe, represent, or apply
numbers or their relationships or will estimate
or compute using mental strategies,
paper/pencil or technology.
Topic/Goal:
Topic/Goal:
Students will demonstrate the ability to organize
knowledge and ideas for expression in the
production of art.
KNOWLEDGE OF NUMBER AND PLACE VALUE
Indicator/Objectives:
Indicator/Objectives:
1. Demonstrate how media, processes, and
techniques communicate ideas and personal
meaning
a. Select and use a variety of tools, materials,
processes, and techniques safely to solve
specific visual problems
Vocabulary:
Number line, move to the right or left
1. Apply knowledge of whole numbers and place
value
a. Round to the nearest ten and hundred
Vocabulary:
Round to, nearest, tens, hundreds
Materials:
A script of number line with blue-­‐coded numbers 1 to 4 and red coded numbers 5-­‐9, a set of blank cards, white board, dry ease
markers, a black frame
Background/Review:
We are reviewing how to identify place value of ones, tens, hundreds, and thousands and the position of ones, tens, hundreds
and thousands.
Procedure (Introduction, Modeling, Guided Practice, Independent Practice, Closure):
1. The teacher will write a number (any number up to 99) on the blank index card and will post it on the white board. The
teacher will write a direction (round to the nearest ten) on the white board. Also the teacher will place the script of the
number line on the floor in front of the students.
2. The teacher will demonstrate of what we are expected to do. Teacher will put the frame on a number (34) in tens’ place and put an arrow toward the number in ones’ place. Teacher also will write a number that is counted by 10 before and
after the number (34) on the card (30 and 40).
3. The teacher will stand on the number of ones’ place (4) on the number line and will decide which side of the number
line I should walk toward. The color-­‐coded numbers will lead me to go to the correct side of the number line. The
teacher will write a number (30) that is rounded to the nearest tens.
4. The teacher will write another number on the blank card and will post it o the white board. The teacher will explain to the students to read the direction I had already written down.
5. The students will do several practices on rounding to the nearest tens.
6. The teacher will again demonstrate on steps 1 to 4, focusing on rounding to the nearest hundreds.
7. After several problems on both tens and hundreds’ places, the students will work on the worksheets.
Assessment:
Teacher’s observations on the students’ responses on the number line.
Students’ worksheets
Reflection (You may want to keep this in your private notes):