Day 1: Rounding Decimals Goals: CCSS>Math>Perform operations with multi-digit whole numbers and with decimals to hundredths. 7.

Add, subtract, multiply, divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Pre-Assessment: Students have been learning about tenths and hundredths placements in decimals. They have also been working on rounding whole numbers. Objective(s): Students will draw a number line to explain why a decimal is rounded up or down. Students will justify why their decimal is rounded up or down.

Assessment: Informal o See Assessment template below in Material section

Materials Needed: Basket Papers with numbers for students to draw out of the basket and place on the board. (in Material section) Poster paper if available to write steps on how to round

Total Time Needed: 1 Math Class Period Procedures: Review work from yesterday Ask students what they are unsure of and review those issues

Introduction (I do, you watch) (I do, you help) How many of you know how to round whole numbers? How do we decide if we round a number up or down? Is there a rule? Each student will draw a piece of paper out of a basket. The number 0 and 10 will be written on the board. Students will come up and place their number under the number it would be rounded to. This is pretty easy right? You are all pros at this! Now we are going to work on rounding decimals. If students are having trouble remembering how to round, create a poster with the steps and song: o 1. Find the place value and circle that digit o 2. Move to the right, and underline it

o 3. 0-4, circle stays the same, but 5-9, adding is the game. o 4. Now flex your muscles like a herodigit the right, change to 0 o 5. All the other numbers stay the same. Are you a winner in the rounding game? We have the number 5.68. Between what two whole numbers is 5.68? (5 and 6) Give a few more for students to do. When we are rounding decimals, we are able to round to the nearest whole, nearest tenth, nearest hundredth, and so on. Today we are going to focus on rounding decimals to the nearest tenth.

Practice (You do, I help) Again, we have the number 5.68, but this time in the form of money. This is between what two tenths place? (.6 and .7) Graph this on a number line. Now, what is $5.68 closest to? You lose 4 pennies so now you only have $5.64. Round this to the closest tenths place. What digit is in the tenths place? Between what two tenths is 5.64? 5.60 and 5.70. What is 5.64 closest to? Why did you round up to 5.7 in example 1 but down to 5.6 in example 2? Students will pick different decimals from a basket. I will place the number 12.20 and 12.30 on the board. Each student will come up and place their card on the board on the number line, and will write above it if it will be 12.2 or 12.3. <- 12.20 12.21 12.22 12.23 12.24 12.25 12.26 12.27 12.28 12.29 12.3 ->

Practice (You do, I watch) Students will begin working on their homework. I will go around to each student and see where they are at. If I find a group of students who are struggling, I will take them to the back table and we will do another mini-lesson so we are able to meet the objective. (The problems we are working on will be their homework problems.)

Informal Assessment Lesson 1: Rounding Decimals Objective: Students will draw a number line to explain why a decimal is rounded up or down. Students will justify why their decimal is rounded up or down.

= Met Objective

/ = Confused

X = Objective Not Met

Draw a Number Line

Analysis How would 4.37 have to change to round to 4.3?

Evaluation What are 5 possibly decimals that would round to 11.8?

Madelyn Madison Ashley Brooklynn Tommy Andres Mikey Danko Kynji Amber Camila Darius Suzana Jolie