FRAME THE LESSON
CLASS: 3rd Grade Math
TEACHER:
LESSON DATE: Sept 7-11
M T W TH F
Teaching Points & Activities
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
3.2(C)- Represent a number on a number
line as being between two consecutive
multiples of 10; 100; 1,000; or 10,000 and
use words to describe relative size of
number in order to round whole numbers
3.4(B)- Round to the nearest 10 or 100 or
use compatible numbers to estimate
solutions to addition and subtraction
problems
Engage:
Resources/Materials:
Have the class work together to draw a number line and locate various numbers on the
line based on the location of the point.
Explore:
Unlock the problem pgs. 23, 101
Explain:
Share and Show pgs. 24, 102
Elaborate:
Problem solving pgs. 25, 103
Evaluate:
Go Math- see
pacing guide,
base 10
blocks, place
value mat,
number line
Can students represent numbers through ten thousands on a number line to round
numbers? Nearest ten and hundred?
Objective/Key Understanding:
During this unit, students begin by building
an understanding of why estimation is a
valuable tool for everyday experiences.
Stop & Check for Understanding—High Level Questions
How is rounding to the nearest thousand different than rounding to the
nearest hundred?
Critical Writing Prompt:
Create a list of rules related to
rounding numbers.
Small Group Purposeful Talk Question Stems:
How do you write in expanded form?
Closing Product/ Question/ Informal Assessment:
What are the names of the place values in a given number?
See next page.
Vocabulary:
Addend, compatible numbers, consecutive, difference, equation,
estimation, expression, fluency, minuend, perimeter, polygon,
rounding, sum, whole numbers
Rigor & Relevance: (Real World Connection)
Have students research the story
of the first flight and the Wright
brothers. Have them write a
short paragraph about what they
learned and the importance of
this event in history.
Analyze the situation(s) described below.
Organize and record your work for each of the
following tasks. Using precise mathematical
language, justify and explain each mathematical
process.
1) The 3rd grade students of Justiss Elementary were
invited to attend a special performance of the
Broadway Musical, The Lion King, in Dallas, Texas.
The theater seats 423 on the floor and 398 on the
balcony. Justiss Elementary will take 208 students to
the performance.
a) Use a number line and rounding to estimate the
number of seats that will still be available in the
theater. Describe how the number line was used in
the estimation strategy.
b) Use compatible numbers to estimate the number
of seats that will still be available in the theater.
Describe how compatible numbers were used in the
estimation strategy.
c) Determine the actual number of seats that will
still be available in the theater. Record a pictorial
model and number sentence(s) that represent the
solution strategy used.
d) Record a written justification explaining the
reasonableness of the estimations and actual solution
to the problem.