Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 72736
I'm Hot He's Not
In this lesson, students will demonstrate knowledge of Place Value to round whole numbers to the nearest 10 and 100 using the following strategies:
Number line, number strip, Counting on and back. Students will be given three problems to demonstrate the relationship of nearness on a number
line in three of the four strategies learned to round whole number to the nearest 10 or 100.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Computers for Students,
Internet Connection
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: whole number, round, place value, estimate
Resource Collection: FCR-STEMLearn Mathematics General
ATTACHMENTS
tools for activities.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Student will be able to:
Compare numbers using place value.
Name the place and value of a digit in any given number.
Round whole numbers to the nearest whole 10, or 100.
Prior Knowledge: What prior knowledge should students have for this lesson?
For this lesson student should have prior knowledge in the following areas:
Place Value
Patterns by skip counting forward and backward using multiples of 5s, 10s, and 10s
Guiding Questions: What are the guiding questions for this lesson?
Questions for Place Value: (To access prior knowledge)
1. How many ways can you represent the value of a digit in a number using base-ten blocks?
2. What will happen to the value of the underlined digit when it is moved to the _______ place?
3. How does moving a digit to another place affect the value of the number?
Questions For Rounding Whole Numbers:
1. When rounding a number how do you know whether to round up or to round down?
2. What pattern have you noticed when rounding?
3. Which multiple of 10 is nearest the number on the number line?
page 1 of 4 Procedural Questions:
1. Does this strategy work when rounding any digit in any place?
2. Why does this strategy work when rounding?
3. What pattern do we see?
Teaching Phase: How will the teacher present the concept or skill to students?
Begin with a blank number line on the board.
Step # 1: The first step is teaching the students the song/chant that goes along with the lesson. To do this, write the number 241 on the board to the right of the
number line and the number strip. Circle the 2 in the hundreds place and underline the 4 in the tens place. If students need additional support for place-value, ask
them to represent the number using base-ten blocks using a place-value mat. Assess whether students know the value of the digits in each place. Point to the
underlined digit and sing:
"The underlined digit says
If I'm 5 or more raise the circled number score,
If I'm 4 or less let the circled number rest,
Now change the rest to zeros And you will all be math heroes."
Think Aloud: (Say this out loud so that students can hear your thinking) After the song, point to the number strip on the board and say, "The number five is
here," and tape a clear yellow see through counter over the number 5. Now say, while pointing to those numbers above five on the number strip, "The numbers above
the five are hot (place a green counter above the five on the line that says raise the score), so if an underlined digit is more than five, I will have to raise the score of
the circled digit to the nearest whole number and change the rest of the digits to zero (remove green counter)." Now say, while pointing to those numbers below five
on the number strip, "So that means that the digits below the five are not hot (place another green counter above the five on the line that says raise the score),
therefore, I will let the circled number rest and change the rest of the numbers to zeros so I can be a math hero."
After the song, say to the students "My underlined digit is four, 4 is less than 5, because I know that 4 is less than 5, I need to let the circled 2 rest. I will let circled
number 2 remain as it is and change the rest to 0s. My rounded number is 200, I am a math hero. I have rounded 241 to the nearest hundred. My rounded number is
200." Next write the number 47 on the board and underline the 7 and circle the 4. Point to the underlined digit and sing:
"The underlined digit says
If I'm 5 or more raise the circled number score,
If I'm 4 or less let the circled number rest,
Now change the rest to zeros And you will all be math heroes."
Think Aloud: (Say this out loud so that student can hear your thinking) After the song, point to the number strip on the board and say, "The number five is
here", and tape a clear yellow see through counter over the number 5. Now say, while pointing to those numbers above five on the number strip "The numbers above
the five are hot (place the another green counter above the five on the line that says raise the score), so if an underlined digit is more than five, I will have to raise the
score of the circled digit to the nearest whole number and change the rest of the digits to zero" (remove green counter). Now say, while pointing to those numbers
below five on the number strip, "So that means that the digits below the five are not hot," (place the another green counter above the five on the line that says raise
the score) "therefore, I will let the circled number rest and change the rest of the numbers to zeros so I can be a math hero."
After the song say to the student "My underlined digit is seven, 7 is more than 5, because I know that 7 is more than 5, I need to raise the circled number score. I will
change the circled 4 into a 5 and change the rest to 0s. Now my number is 50. I have rounded 47 to the nearest ten. My rounded number is 50. I am a math hero."
Repeat this step twice more and allow student to sing with you and do the rounding of the numbers. Ask guiding question (#4 When rounding a number how do you
know whether to round up or to round down? And # 7, does this strategy work when rounding any digit in any place?)
Step #2: Think Aloud: In this step you will use the number line along with the song and number strip, to demonstrate how to round to the nearest ten and hundreds.
You will demonstrate how to use the number line and students will watch.
Directions for Number Strip: Explain to the student that the number strip is used to indicate where the number to be rounded falls on the number line and indicate
the positional value of the circled number. Say, "Our song tells us that if the underlined digit is 5 or more, raise the circled number score and if I am 4 or less let the
circled number rest. We place the yellow counter on 5 because it is the number that marks the midpoint. If the digit is less than five the value of the circled digit
remains the same and all other digits after the circled digit are turned to zero, If the underlined digit is 5 or more, then the value of the circled digit increases by 10 or
100 respective to its place. Essentially we add a ten or hundred in the place to be rounded if the underlined digit is 5 or more and if the underlined digit is 4 or less the
digit retains its value and all the other digits after the circled digit become zeros. Place the green counter on the number 1 before the five to represent reducing the
number by 10 or 100 respective to the place being rounded. Place the green counter on the number 9 after the 5 to represent that the value of the number increased
by 10 or 100 respective to the place being rounded."
Continue by writing the number 329 on the board to the right of the number line and the number strip. Make sure to circle the digit in the place you are rounding (3)
and underline the digit (2) to the right of the circled digit. Number the number line using hundreds. Start with 100 and end with 500. Put numbers that fall in between
hundreds in a different color. This will help students easily distinguish between them on the number line.
Next, commence with a think aloud. Say "My number is 329, as I look at my number line, I can see that it is skip-counting by hundreds. But I do not see 329 on the
number line. I wonder where 329 will fit on the number line. If my number line starts at 100 and skips to 200, I know that some numbers are missing. But 329, is
greater than 100 and 200 hundred, so I know that 329 is not between 100 and 200. I also know that 329, is greater that 200 and 300, so it will not fit here either. The
numbers on the number line seem to be increasing as I move to the right so maybe it fits between 300 and 400. Yes I think it does because 329, is greater than 300
but less than 400. But which number is it closer to 300 or 400."
Explanation: 329 is closer to 300 than to 400 because there are 29 paces between 329 and 300 which is less than the 71 paces between 329 and 400.Therefore,
since the pace from 329 to 300 is less, the value of the number decreases and all other places less than the hundreds place become zeros.
"I think the song will help me, (sing song here). I know now the 2 is underlined and it is less than five, so that means that this digit is not hot, I will let the circled
number (3) rest. This means that 329, is closer to 300, now I will write 329 on top of the number line and place a green counter over the number, because it is my
number to be rounded. Now the song tells me to change the rest to zero's, the rounded number becomes 300, I will place a blue counter on 300 because it is what
329 becomes when rounded to the nearest whole number. So this means the 3 remained the same and 2 and 9 was changed into zeros. I am a math hero."
page 2 of 4 Step #3: Repeat step 2
Write another number on the board and work through the problem with the students. Ask student probing questions to check for understanding of concept. Why do we
round up instead of down? Which digit is underlined and what does this mean? Where does this number fit on the number line? Is this number hot or not? How do you
know that this number is hot or not? Below is an example of how the board and problem should look.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
In groups of 2, students will be given a copy of a number line (see attached 0-200 number line) and a number strip. On top of their desk, students will place the
number line horizontally and the number strip vertically in the same position as modeled by the teacher at the board.
Give students two different color counters, one to place over the number on the line that is in the place to be rounded.
Groups of students will be given four problems on the front and back of two different 3 X 5 cards (see attached tools for activities for problem ideas). Two of the
problems will already have an underlined digit and a circled digit. Student will be asked to round one number to the tens place and the other number to the hundreds
place. Use guided questioning #s 5 - 8 as appropriate to check for understanding of concept. Student will show evidence of mastery by writing the answer on the card
below the number. During this time the teacher will walk around the room to each group and ask guiding questions # 5. For the remaining two problems, students will
be given directions to round to the nearest ten or round to the nearest 100. Students will demonstrate understanding of concept by circling the digit in the place to
which they are rounding and by underling the digit to the right of the circled digit or behind the circled digit.
Check the attachment for sample problems to write on 3 x 5 cards.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Student will be given an exit card with one problem created by the teacher, in which they will need to round to the nearest 10 or 100 and give a brief written
explanation of how they arrived at their answer. Teacher will ask appropriate guiding questions 5 - 11. Teachers may choose to give groups or individual students
different numbers to round based on the needs and proficiency of individual students.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The student and a partner will work through sample problems on the board. Ask students to discuss with a partner Guiding Question #4, When rounding a number
how do you know whether to round up or to round down? Students will explain and justify how they got their answer. In addition, students may address a larger
question such as, "When can we use rounding as a strategy to solve problems?"
Summative Assessment
Students will be given three problems during the Closure of the lesson and will be required to demonstrate proficient knowledge of place value and rounding using the
number line. Cards will be collected before students leave the room.
Formative Assessment
The teacher will walk around the room with a checklist (see attached tools for activities) on a clipboard to assess students' ability to demonstrate knowledge of place
value by verbally identifying the value of an underlined digit and use a place value mat to concretely model the value of the digits with base-ten blocks. During this
time, the teacher will ask Guiding Questions #1, 2, 3, and 4. When asking guiding question # 2, allow student to move base-ten blocks to the left or right into the
ones, tens, or hundreds place on the place-value mat to reassess the value of the digits. Wait for an answer and guide student understanding if necessary. Ask
students to demonstrate rounding using the base-ten blocks (e.g., adding round to the nearest ten).
Feedback to Students
Students will be given a sticker or thumbs up to communicate acknowledgement of correct response and clear explanations. Others will be redirected with probing
questions, such as the guiding questions, to provoke thought and self evaluation of the process needed to solve the problem.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Intervention Game: Provide struggling students with extra time to practice concepts in small groups with a partner that is fluent in rounding and with the teacher
during differentiation of instruction
Challenge: Give students situational stories that requires rounding numbers to the hundreds and ten when adding two digit numbers.
Extensions:
If the student has mastered rounding, give situational story problems so that students can practice subtraction with rounding and estimation.
Suggested Technology: Computers for Students, Internet Connection
Special Materials Needed:
You will need the following items:
Place Value Mat (see attached)
Base-ten Blocks
Number Line (see attached)
page 3 of 4 Number Strip (see attached)
Colored Plastic Tiles (see picture in teaching phase)
Further Recommendations:
Give sufficient time to struggling students to grasp concept of rounding before moving on to addition and subtraction with estimation.
Vocabulary:
Whole Number: The numbers in the set {0, 1, 2, 3, 4, 5, 6, 7, . . . . } are called whole numbers. In other words, whole numbers is the set of all counting numbers
and zero.
Whole numbers do not include fractions or decimals.
Round: A method of approximating a number to its nearest place value is called Rounding of Numbers.
Place value: is the value given to the place or position of a digit in a number.
Nearest: Just about; almost; nearly: was nearly exhausted from the labor; near the store.
With or in a close relationship.
Value: Estimated or assigned worth.
Additional Information/Instructions
By Author/Submitter
This lesson address the following Mathematical Practices:
#2: Reason abstractly and quantitatively--- This is evidenced in this lesson when using base-ten blocks to represent the value of a digit within the hundreds and tens place.
This is also demonstrated when students use the number line and number strip to round whole numbers.
#4: Model with mathematics --- This is evidenced in this lesson when using base-ten blocks to represent the value of a digit within the hundreds and tens place. This is also
evidenced during the guided practice as student are given the number line and number strip to independently practice rounding whole numbers.
#5: Use appropriate tools strategically --- The is evidenced in the lesson through the use of base-ten blocks to show the value of a digit in the hundreds and tens place on
the place value chart.
SOURCE AND ACCESS INFORMATION
Contributed by: joanna mathiswilliams
Name of Author/Source: joanna mathiswilliams
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.3.NBT.1.1:
Description
Use place value understanding to round whole numbers to the nearest 10 or 100.
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