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g to the nearest tens and one hundreds and also review on adding three numbers and regrouping. Standards o 3.NBT.A.1- use place value understanding and properties of operations to perform multidigit arithmetic Use place value understanding o round while numbers to the nearest 10 or 100 o 3.NBT.A.2- Use place value understanding and properties of operations to perform multidigit arithmetic Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction This lesson is important because it will allow students to receive extra practice before taking a test on the information. Also the knowledge of what is being taught in this lesson is necessary in order for students to understand future mathematical concepts such as multiplication and division. Correct understanding of this information is needed for students to understand the meaning behind multiplication and division and other math functions. OBJECTIVE: My mathematical goal is to make sure that students correctly understand information that will be on their upcoming math test. More specifically students should be rounding to the nearest ten and one hundred and regrouping correctly when adding three numbers. Students will be able to round and regroup numbers correctly without any assistance. LESSON PROGRESSION The lesson will be introduced by having all of the students come down to the rug, sitting so they can see the board. As a class we will go over a few problems in order to have the students recall what they have previously learned. I will ask the students to help solve the given problems by using strategies that they have learned already based on the curriculum which will assist in guiding them through the question. One example of these strategies used is four or less let it rest; five or more let it score which assists students with rounding. The strategies will help to build on their prior knowledge and will promote student engagement because they will need to share the strategies out loud. This lesson fits into the years curriculum because it is a review lesson for a test that the class will be having soon. The test is going to be on the subjects of regrouping and rounding to the nearest ten and one hundred. This lesson is grade appropriate for the students. It is suitable for a third grade level as stated by the textbook used in the class enVisionMATH for grade 3. Once the students review a few questions on the board while at the rug, the students will then be split into three groups, which will be based on the tables that they sit at, and complete three different worksheets. The review questions will be the first question on each worksheet. This will allow students to understand what they are supposed to do on each sheet along with reviewing examples. The students will rotate around the room to the different worksheets about every 10 minutes. One worksheet pertains to addition of three numbers, which will help review regrouping. The two other worksheets relate to rounding. One is rounding to the nearest ten and the other is rounding to the nearest one hundred. I expect to guide the students with the first problem on each sheet and then have them go to their assigned station and begin working on the worksheets. I will walk around the room to help any students in need of assistance but I will encourage students to try and do it on their own since they will need to do this for an upcoming test. I will have the students rotate to the next worksheet, based on how quickly and efficiently students are working. Once each of the groups have rotated to each worksheet station and completed the worksheets, I will have the students

return to their desks. I will go around the room asking each student to answer one of the questions and the students will check their work accordingly. I will advise any students that have any questions to ask them and then as a class we will go over the procedure in solving the problem in question. Once we are finished going over each question, as a class, I will ask the students to put their worksheets away into their math folder. There are some aspects to the lesson that may influence the way I precede with the lesson. One of these aspects may be student understanding of the material. If the students do not understand the material as expected, I will ask the students to join me at the rug with a pencil. I will hand each of the students the worksheets that they may still need depending on what station they started at. I will then go over more of the math problems as a class. This will allow the students to receive a better understanding of what they should be doing and some extra review. The lesson will close by the students putting their worksheets away into their math folders. I will tell the students that it may be beneficial for them to bring these worksheets home and try to redo the problems that they got wrong. This will help them to realize what they might have done wrong and fix any misunderstandings that they have. OTHER CONSIDERATIONS The materials needed for this lesson are the following: o Pencil o Worksheets o Whiteboard o Dry erase markers The sources used for this lesson were Math-Salamanders.com and Math-Aids.com. These sources were used to retrieve the worksheets being used. The lesson is an adaptation of what has previously been done in class with math packets. The students have previous worked in assigned groups and completed packets. This lesson has been adjusted so that each group is working on something different, while during the previous one, students were all working on the same math packets. The lesson was changed in order for students to be able to review more than one topic during a days math period. Some possible questions I might ask during this lesson are: o What are the strategies that you know to use when rounding numbers to the nearest ten? Nearest one hundred? o What does it mean when we have to regroup a number? When planning classroom management during this lesson I took into consideration what procedures the students are already accustomed to doing in their classroom. The students have previously been split into groups according to their table numbers. The class also meets on the rug on a normal basis so the students understand what they should do when asked to sit on the rug. Review of specific material is usually presented on the board. The students know that they should participate in discussion when information in being written on the board. I expect students to respond to the worksheets in a positive way. The information that the students are being asked to respond to is review to them. It should come off as easy to majority of the students, since they have been learning about rounding and regrouping for about two weeks. Some misconceptions that I will be looking for may possibly arise when the students are completing the regrouping worksheet. Some students may not regroup properly. Therefore their understanding of the addition problem is flawed. DIFFERENTIATION For the different types of learners within the class I plan on assisting those students that may need help with understanding the process in completing the question. Also, I will let the class know that this is for review so if they happen to not finish in the allotted time it is okay they can finish it on their own at home because it will be a good way to study.

There are certain students in the classroom who do not understand the material as well as other students. In this situation, it would be beneficial for one of the teachers in the classroom to personally assist the student with the work given. By a teacher explaining the strategies that the class uses on a daily basis throughout this content, this may allow the student to jumpstart their thinking and therefore the student will be able to complete the rest of the work on their own or with minimal help. ASSESSMENT The assessment is linked to the objectives of the lesson because the assessment will be the worksheets that the students are assigned to complete. The objective of the lesson is for students to be able to properly round numbers to the nearest ten and one hundred and to properly regroup when adding three numbers. The specific criteria that I will be looking for in the assessment to let me know that the students have met the objectives is correct responses, specifically about 20 out of 25 correct answers on the regrouping worksheet and about 25 out of 32 correct answers on each of the rounding worksheets.

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