0ntern: Ste!

hanie 1arou Lesson title: ,ounding

2rade Level: 3nd 4ate for lesson: 1051651%

Procedures: INTRODUCTION (10 minutes) Link (5 minutes): Say Lets imagine that you are going to a friends house down the street. Your friend lives 10 feet away. When you get to 5 feet it starts to rain and you have to decide if you are going to ee! going to your friends house or turn around and go "ac home. What would you do and why# $give students %0 seconds to thin &!air& share their ideas with the !erson ne't to them( Hook (5 minutes): )n the S*+,- .oard show students how to round "y choosing a high 10s and low 10s S*+,- note. .egin "y drawing two houses/ one of their house and one of a friends house/ on a "lan !age on the S*+,- "oard with a line in "etween $see S*+,- note screen shot attached for an e'am!le(. +dd 10 dashes to re!resent the ste!s it ta es to get from one house to another. -hen !lace a dot over the 5th dash. INSTRUCTION L STR T!"I!S: (#0 minutes)

!n$%$e %nd !duc%te (10 minutes): sk students to raise their hands and tell me if they decided to go "ac home or continue to a friends house. sk them to notice that the dot is directly in the middle of the two houses. S%&/ thin a"out the amount of time it will ta e for you to sto!/ turn around and run "ac home/ and the amount of time it will ta e if you e!t running straight to your friends house.7 $-a e 5 raised hands( Possi'(e res)onses: ,un "ac home to get an um"rella 8ust in case its raining on the way home ), ee! running to my friends house S%&/ "ecause you are already half way to your friends house/ it would "e faster for you to ee! going and get out of the rain ), at least in this case you would continue to your friends house. -his will !ro"a"ly "e the %ntici)%ted misunderst%ndin$ "ecause students will get confused thin ing the num"er is in the middle of two tens !laces.

cti*e Le%rnin$ (10 minutes): S%&+ 9ow lets loo at this slid $screen shot of slide attached(. 0 have two dice and when 0 clic them it will give me two num"ers to ma e a dou"le digit num"er. 0 am going to write that dou"le digit num"er in "etween the two "o'es la"eled lower 10 and u!!er 10. -hen we are going to decide if that num"er is closer to the lower 10 or closer to the higher 10 .:- what we need to do first is figure out what that lower 10 and u!!er 10 will "e. Lets loo at the num"er line on our wall $1&100 num"er line is !osted on the wall(. 0f 0 roll the num"er ;;;; what two tens does this num"er fall "etween#7 $use a !ointer and !oint to the num"er on the num"er line( sk students to count "y 10s with me until 100 to remind them what the tens could "e $10&30&%0&<0&50&=0&>0&60&?0&100(. Remind students that if they roll a num"er ending in a 5 then they will always round u!. sk: 0f 0 rolled <%/ would 0 round down to <0 or u! to 50# What 10s am 0 closer to# +ntici!ated res!onse: <0 sk: Why did you decide it would round down to <0# +ntici!ated res!onse: "ecause <% is % away from <0 -he students ta e turns coming u! to the S*+,- "oard/ rolling the dice and filling in the lower 10/ and u!!er 10. +fter finding the dou"le digit num"er as students to turn to a neigh"or and tal a"out what 10 they will round to $com!lete < more e'am!les( Remind students to loo at the num"er line for hel! if they need it.

SU,, R-: (.0 minutes) Re/(ect %nd Discuss (5 minutes): +fter students ta e turn rolling the dice and deciding on the lower and u! 10s the teacher will "ring the class together and share their thin ing. sk: What is the rule with a num"er 5 at the ended of a two digit num"er# 4o you round u! or down# 2ive me an e'am!le ntici)%ted %ns0er: you round u!. You will get to your friends house faster if you ee! going sk: how would you decide if they would round to the lower ten or round to the higher ten# ntici)%ted %ns0er: 0f the second num"er in the dou"le digit num"er was 1/ 3/ % or </ you would round down/ if the second num"er was 5/ =/ >/ 6/ ?/ you would round u!. sk: how do you decide what your u!!er ten and your lower ten is# ntici)%ted %ns0er: you can use the num"er line/ find the num"er and loo at which 10 comes "efore the num"er and which ten comes after the num"er ), if your remem"er how to count "y 10s you can remem"er what ten comes "efore or after the num"er. No0 (15 minutes) Say/ 9ow what you are going to do with a !artner is !lay a rounding game. You are going to roll two dice/ add them u!/ and move that many !laces on the ,ounding .oard $see attached( .:- you can only stay on a 10s digit. So if you rolled a >/ your lower 10 would "e 0 and your u!!er 10 would "e 10. You will need to decide if you are going to move your counter chi! "ac to 0 or u! to 10. *a e sure you and your !artner tal a"out where you will move to "efore the ne't !ersons turn.7 T1en (10 minutes) Students will "e given an e'it tic et to end the lesson. -he e'it tic et will give the teacher a "etter understanding of what nowledge the students were a"le to gain from the lesson and what additional !ractice is needed.

!STI, T!D TI,! 0ntroduction: 10 minutes 0nstruction: 30 minutes Summary: %0 minutes !2T!NSIONS3CONN!CTIONS: -his lesson connects to many other lessons including real world !ro"lems. -he students have "een wor ing on !lace value and com!aring num"ers and are now using those to learn rounding. ,ounding will "e used to hel! students in other second grade to!ics such as estimating the sum and difference of a num"er. Where students are 8ust estimating meaning a"out.7 -hey will also need rounding when they start to tal a"out money and many other lessons. SS!SS,!NT: -he formative assessment used during this lesson will "e an e'it tic et that the students will conduct at the end of math/ after the game. -he e'it tic et will assess what the students have learned and what they need more !ractice with. -he assessment includes four two&digit num"ers where the students are as ed to round them to the nearest tens !lace. -he last @uestion is 8ust li e the one com!leted as a class on the S*+,- "oard. -he students are given a num"er/ %</ and as ed to give the u!!er 10 and lower 10/ and then tell what num"er it will "e rounded to. Ainally/ after deciding if that num"er will "e rounding u! or down/ they are to e'!lain their thin ing to give a little insight of WBY they those that answer.

SS!SS,!NT OUTCO,!: +fter assessing the students with the e'it tic et/ it allowed me to get an idea of what students understood and who needs additional hel! in the lesson. = out of the 35 students did not understand that the num"er < could round to 0. -hey assumed that it would round to 10 "ecause it is the closes 10s not realiCing that it could round down to 0. 3 of the 35 students needed a visual/ therefore 0 !rovided them with a way to figure out which way the num"er rounds "y using a num"er line. DI44!R!NTI TION: Students are given the o!tion of wor ing with concrete/ sym"olic/ or !ictorial re!resentations. -hey have the o!tion of using "ase ten "loc s to re!resent the num"er/ using a num"er line given to them/ or draw out their own num"er line. 9one of the students in this class are !ulled out however two individual students who are "elow grade level in math needed additional one&on&one instruction/ therefore 0 was a"le to accommodate them.

R!4L!CTION: 0 thin my !ro"lem "ased learning lesson went well/ although 0 would li e to figure out other strategies to teaching rounding. Bowever/ the students where engaged and e'cited "y the scenario 0 gave. Aor the most !art my directions where e'!lained in a way that the students would understand. -he scenario 0 gave to them at the "eginning of the lesson was very engaging and started a great conversation and thin ing !rocess from the students. -he first thing 0 did was introduce the lesson "y giving a scenario that was engaging and lin ed to an everyday. -hen 0 gave the students a chance to tal a"out what they would do in this situation. Airst they did a thin &!air&share with their neigh"or and then we tal ed a"out it whole grou!. -he students thought really long and hard a"out their answer to the @uestion. 0t "ecame somewhat of an ongoing de"ate for 10 minute/ which was very interesting to see their in!uts. .efore writing this lesson/ 0 lin ed it in to what the students have "een learning this school year thus far. +ccording to the curriculum standards/ the students should have already learned Dlace Ealue and Fom!aring num"ers/ and the ne't tas was to

learn how to ,ound. So 0 too what they already now/ and that was the !lace value of the 10s and "egins the lesson in rounding num"ers to the nearest 10s. 0 "egan "y as ing the students to meet me on the car!et in front of the S*+,"oard. Arom there 0 let them now that we were going to start tal ing a"out rounding and 0 gave them my scenario/ Lets imagine that you are going to a friends house down the street. Your friend lives 10 feet away. When you get to 5 feet it starts to rain and you have to decide if you are going to ee! going to your friends house or turn around and go "ac home. What would you do and why#7 -hey did thin &!air&share with a neigh"or/ and then 0 "rought them "ac together to tal a"out their answers. + lot of students said they would go "ac home "ut when 0 as ed them why they didnt really have an answer. .ut those students who said they would continue to a friends house said that they didnt want to "e stuc inside at their own home alone when they could ee! going to a friends house and !lay. So then 0 ela"orated on my @uestions/ "y as ing the students to thin a"out how much e'tra time it would ta e them to sto!/ turn around and run home. 0 said/ wouldnt it "e much faster if you e!t running straight to your friends house +94 li e most of you said/ you would have more fun "ring rained in with a friend than home alone. 0 continued with this ty!e of scenario "y as ing the students to thin a"out the ice cream truc . 0f the ice cream truc came around and you had a choice to run to the ice cream truc or 8ust go "ac home if you were ,02B- in the middle of the two/ which would they choose# -he students didnt hesitate to say they would go for the ice cream truc . -he reason why 0 used a scenario that said the students where directly in the middle of the time line was "ecause the num"er 5 confuses students. -hey didnt understand why you would go one way and not another if you were directly in the middle of something. 0 e'!lained to them that if a dou"le digit num"er had the num"ers

1/3/%/ or </ in the ones !lace then they would round down to the lower 10s and if 5/=/>/6/ or ?/ where in the ones !lace then they would round to the u!!er 10s. 0 continued on with my lesson "y showing them the S*+,- note"oo . -his was an instant eye catcher/ es!ecially "ecause the dice rolled on the S*+,- "oard. 0 e'!lained that we were going to roll each dice to come u! with a dou"le digit num"er to round. -his is where it got a "it tric y. Some students couldnt tell me what the u!!er 10 was and what the lower 10 was. So that is when 0 !ointed to the num"er line on the wall. When we rolled a num"er such as <%/ 0 too a !ointer and !ointed to <% and showed them that the <0 would "e the lower 10s and 50 would "e the u!!er 10s "ecause they were the closest num"ers to <% with a 0 in the ones !lace. +fter figuring out the lower and u!!er 10s 0 as ed them to hel! me determine if we would round u! or round down. *ost of the students could see this right away/ "ut for those students who were more visual needed to see another num"er line. So 0 drew a num"er line from <0& 50 on the S*+,- "oard. 0 !ut a dot on the num"er <% and started showing the 8um! mar s. -he students saw that there were only % 8um!s to <0 and > 8um!s to 50. 0 thin the hardest !art a"out teaching this lesson was remem"ering that some students have a hard time determine the u!!er 10 and lower 10. -o me it comes naturally "ut these students G:S- learned !lace value. Some of them still struggle with counting from 1&100. So teaching them how to get the u!!er and lower 10 was !ro"a"ly the most difficult !art a"out this lesson "ecause there isnt very many ways to e'!lain it or at least 0 dont have many ways of e'!laining it. Some things 0 would change a"out my lesson would "e to figure out what mani!ulative 0 could use to re!resent rounding other than a S*+,- "oard and a virtual dice. 0 thin 0 could also !rovide some students with a num"er line on the des / not 1& 100 "ut may"e 1&30 and have them start there with rounding instead of having them 8um! into 1&100. 0 feel li e that was a lot of num"ers for some of the slower learners to

gras!. +nother thing 0 would change would "e the H'it -ic et. 0 thin 0 should have added a "lan num"er line on there to have as an o!tion for those students who need to visually see where the num"ers fall on a num"er line. 0 thin my scenario was very engaging and wor ed well with this less. 0 also thin having the students thin / !air/ share a"out their thoughts and ideas of which way to answer this was great too. 0t was a great way for students to hear other ways of thin ing. Lastly/ 0 thin the S*+,- "oard lesson wor ed very well "ecause it is technology and it engaged the students. Arom this lesson 0 learned that rounding is 9)- an easy lesson to teach. 0t is es!ecially hard when not all the students now their num"ers. 0 feel as if some students needed more time than others when teaching this lesson/ "ut then again thats how it is for every lesson. Some students catch on faster than others. 0 !lan on wor ing on figuring out multi!ly ways of teaching a lesson even if its something that is usually as straight forward as rounding.