### Part 1: Partial Lesson Plan
**Grade Level:** 3rd Grade
**Arizona College and Career Ready Standard:**
**Mathematics – Number and Operations in Base Ten**
**Standard:** 3.NBT.A.1 – Use place value understanding to round whole numbers to the nearest 10 or 100.
**Lesson Plan:**
**Teacher Candidate:**
**Grade Level:** 3rd Grade
**Date:** [Insert Date]
**Unit/Subject:** Mathematics – Number and Operations in Base Ten
**Instructional Plan Title:** Understanding Rounding to the Nearest Ten and Hundred
**I. PLANNING**
**LESSON SUMMARY AND FOCUS:**
The focus of this lesson is to help students understand the concept of rounding whole numbers to the nearest ten and hundred. Students will use place value understanding and number lines to visualize and round numbers effectively.
**CLASSROOM AND STUDENT FACTORS/CHARACTERISTICS:**
– Classroom includes 25 students, 3 of whom have IEPs with specific accommodations for learning disabilities.
– Students have varying levels of proficiency in mathematics, with some requiring additional support in place value understanding.
– The classroom has access to manipulatives, number lines, and digital resources.
**NATIONAL/STATE LEARNING STANDARDS:**
3.NBT.A.1 – Use place value understanding to round whole numbers to the nearest 10 or 100.
**SPECIFIC LEARNING TARGET(S)/OBJECTIVE(S):**
Students will be able to:
1. Understand the concept of rounding whole numbers.
2. Use place value understanding to round numbers to the nearest ten.
3. Use place value understanding to round numbers to the nearest hundred.
**ACADEMIC LANGUAGE:**
– Vocabulary: Rounding, Nearest Ten, Nearest Hundred, Place Value, Number Line.
– Discourse: Students will discuss and explain their rounding process using academic language.
**RESOURCES, MATERIALS, EQUIPMENT, AND TECHNOLOGY:**
– Number lines (physical and digital)
– Place value charts
– Manipulatives (e.g., base ten blocks)
– Interactive whiteboard
– Rounding worksheets
– Visual aids (posters of rounding rules)
**II. INSTRUCTION**
**A. Multiple Means of Representation:**
– **Introduction/Hook (10 minutes):** Start with a quick game where students guess which ten or hundred a given number is closer to. Use a number line on the interactive whiteboard to visualize this.
– **Direct Instruction (15 minutes):** Explain the concept of rounding numbers using place value. Use base ten blocks and number lines to demonstrate how to round a number to the nearest ten and hundred.
– **Guided Practice (15 minutes):** Work through several examples with the class. Use manipulatives and number lines to round numbers together. Encourage students to explain their reasoning.
**B. Multiple Means of Engagement:**
– **Collaborative Activity (20 minutes):** In small groups, students will use number lines and place value charts to round numbers provided on task cards. Each group will discuss and write down their rounding process.
– **Individual Practice (15 minutes):** Students will complete a worksheet on rounding numbers independently. The worksheet will include a mix of rounding to the nearest ten and hundred.
– **Interactive Activity (10 minutes):** Use an online rounding game where students can practice rounding numbers in a fun, interactive way.
**III. ASSESSMENT**
**Formative Assessment:**
– Observation during guided practice and collaborative activity.
– Check for understanding through questioning and student explanations.
– Review of individual practice worksheets.
**Differentiation:**
– Provide visual aids and manipulatives for students who need additional support.
– Offer challenge problems for advanced students who grasp the concept quickly.
– Pair struggling students with peer tutors during collaborative activities.
—
### Part 2: DOK Essential Questions
**DOK Questions Template**
**Activating Prior Knowledge Questions:**
1. Can you explain what place value means?
2. What does it mean to round a number?
3. How do we decide which ten or hundred a number is closer to?
4. Why do we round numbers in real life?
5. Have you ever used rounding outside of school? How?
**DOK Level 1: Recall and Reproduction**
6. What is 47 rounded to the nearest ten?
7. How do you round 152 to the nearest hundred?
8. What is the place value of the digit 5 in the number 345?
9. How do you know if a number rounds up or down?
10. What does the number 63 round to when rounded to the nearest ten?
**DOK Level 2: Skills and Concepts**
11. Explain why 76 rounds up to 80.
12. How does the number line help you decide where to round a number?
13. Compare rounding 129 and 135 to the nearest ten. How are they different?
14. Why is it important to understand place value when rounding numbers?
15. Describe the process of rounding 488 to the nearest hundred.
**DOK Level 3: Strategic Thinking**
16. How would you round 347 if you only had a place value chart?
17. What strategy can you use to round 214 to the nearest hundred without a number line?
18. If you rounded 392 to the nearest ten first and then to the nearest hundred, would the result be the same as rounding directly to the nearest hundred? Why or why not?
19. How can you use rounding to estimate the sum of 127 and 58?
20. Why might rounding be a helpful skill in everyday situations like shopping or planning?
**DOK Questions Table**
| **DOK Level** | **Question** | **Examples of Student Responses** | **Rationale for DOK Level** |
|—————|———————————————|————————————————————————————————————————|———————————————————————|
| DOK 1 | What is 47 rounded to the nearest ten? | 47 rounded to the nearest ten is 50. | This question requires recall of a fact (the process of rounding). |
| DOK 2 | Explain why 76 rounds up to 80. | 76 rounds up to 80 because it is closer to 80 than to 70. | This question requires understanding the concept and explaining it. |
| DOK 3 | What strategy can you use to round 214 to the nearest hundred without a number line? | I can look at the tens place. If it’s 5 or more, I round up. So, 214 rounds down to 200 because the tens place is 1. | This question involves strategic thinking and the application of a strategy. |
| DOK 4 | How can you use rounding to estimate the sum of 127 and 58? | I can round 127 to 130 and 58 to 60. Adding 130 and 60 gives me an estimate of 190. | This question requires applying rounding to solve a real-world problem and justifying the method. |
—
### References
– Arizona Department of Education. (n.d.). Arizona’s College and Career Ready Standards – Mathematics. Retrieved from [Arizona Department of Education](https://www.azed.gov/standards-practices)
– Webb, N. L. (2002). Depth-of-Knowledge Levels for Four Content Areas. Retrieved from [Webb’s Depth of Knowledge Guide](https://www.nciea.org/sites/default/files/publications/DOKarticle.pdf)
### GCU College of Education
#### LESSON PLAN TEMPLATE
—
### Section 1: Lesson Preparation
**Teacher Candidate Name:** [Your Name]
**Grade Level:** 3rd Grade
**Date:** [Date]
**Unit/Subject:** Math/Number and Operations in Base Ten
**Instructional Plan Title:** Rounding Numbers to the Nearest Ten
**Lesson Summary and Focus:**
In this lesson, students will learn how to round numbers to the nearest ten. The central focus will be on understanding place value and applying rounding rules to numbers within 100.
**Classroom and Student Factors/Grouping:**
The class consists of 25 students, including 3 ELLs, 2 students with IEPs, and 2 students identified as gifted. Grouping will consider these factors to ensure all students receive appropriate support and challenge.
**National/State Learning Standards:**
**Arizona College and Career Ready Standards – Math:**
– **3.NBT.A.1**: Use place value understanding to round whole numbers to the nearest 10 or 100.
**Specific Learning Target(s)/Objectives:**
– Students will be able to round numbers within 100 to the nearest ten using place value knowledge.
– Students will explain their rounding process and reasoning.
**Academic Language:**
– **General Vocabulary:** Round, Nearest, Place Value
– **Content-Specific Vocabulary:** Tens place, Ones place, Rounding rules
**Resources, Materials, Equipment, and Technology:**
– Whiteboard and markers
– Number line posters
– Rounding charts
– Math manipulatives (base ten blocks)
– Tablets for interactive rounding games
– Worksheets for practice
—
### Section 2: Instructional Planning
**Anticipatory Set:**
– I will use a visual of a number line and ask students to describe what they see.
– I will record their ideas on the whiteboard and ask questions about the placement of numbers and the concept of rounding.
**Time Needed:** 5 minutes
—
**Multiple Means of Representation:**
– I will use a number line graphic organizer to show students how to round numbers.
– I will model rounding using base ten blocks on the whiteboard before allowing students to work with manipulatives.
**Differentiation:**
– **English language learners (ELL):** Use visual aids and provide bilingual support if needed.
– **Students with special needs:** Provide additional practice with hands-on manipulatives and one-on-one support.
– **Students with gifted abilities:** Challenge with higher numbers and complex rounding problems.
– **Early finishers:** Offer extension activities like rounding larger numbers or exploring real-life rounding scenarios.
**Time Needed:** 10 minutes
—
**Multiple Means of Engagement:**
– I will use a matching card activity where students will find a partner with a card that has a number to be rounded and its rounded result.
– I will model solving a number sentence on the whiteboard before having students search for the matching card.
– Students will explain their rounding process to their partners and engage in a collaborative discussion.
**Differentiation:**
– **English language learners (ELL):** Provide sentence starters and visual aids.
– **Students with special needs:** Pair with supportive peers and provide additional prompts.
– **Students with gifted abilities:** Introduce more challenging rounding scenarios.
– **Early finishers:** Engage in a group discussion about rounding and estimation in real-life contexts.
**Time Needed:** 15 minutes
—
**Multiple Means of Expression:**
– **Summative Assessment:** Students will complete a worksheet where they round various numbers to the nearest ten and explain their reasoning in writing.
– **Formative Assessments:**
– Thumbs up-thumbs middle-thumbs down to gauge understanding.
– Pair-share discussions to check for comprehension.
– Mini-whiteboard answers during guided practice.
**Differentiation:**
– **English language learners (ELL):** Allow oral explanations or use of bilingual dictionaries.
– **Students with special needs:** Provide extra time and simplified instructions.
– **Students with gifted abilities:** Offer complex problems and encourage deeper analysis.
– **Early finishers:** Provide additional challenges or real-world application tasks.
**Time Needed:** 15 minutes
—
**Extension Activity and/or Homework:**
– **Extension Activity:** Create a real-life rounding project where students find items at home or in a store and round their prices to the nearest ten.
– **Homework:** Complete a worksheet with additional rounding problems to reinforce the day’s lesson.
**Time Needed:** 10 minutes
—
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