You are on page 1of 4

SIOP Lesson Plan Template 2

Name:

Britt Sjostrom

Teach now

Teach in the future

Observation

Standards:
CCSS

4.NBT.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right.
4.NBT.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded
form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =,
and < symbols to record the results of comparisons.
4.NBT.3
Use place value understanding to round multi-digit whole numbers to any place.
ELA
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own
clearly.

ELD
Part I: Interacting in Meaningful Ways
A. Collaborative
1.
Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics

Theme:
Place Value

Lesson Topic: Rounding Numbers

Objectives:
Language:

Students will orally discuss rounding strategies with a partner using sentence stems and place value
vocabulary.
Students will write their rounding strategies and explain their thinking in their math journals.
Content:
Students will learn procedures for rounding numbers through hundred-thousands.

Learning Strategies:
Think-Pair-Share
Visuals (Place Value Flip Book, Number Line)
Sentence Stems
Partner/Whole group discussions
Key Vocabulary:
-rounding
-approximate
Materials:
Number line (on wall, on desks)
Number cards 0-8
Place Value Flip Books
Motivation:
Tell students that today we will be working on rounding numbers.
Play this Rounding Song to help them remember what they learned about rounding
When the video is over, ask them what rules they remember about rounding and
how this song can help them remember.
Presentation:
o Display Math Message on the board for students to do independently to get
o Math Message: Ravi wants to know the total number of students that go
to his school. The school website says about 860 students. The school
the school has exactly 856 students. How did the website get "about
860"? How did the newsletter get "about 900"? Be prepared to explain
how you know.
**Differentiate – point out the number line on the wall as well as their name tag
number lines for students who need extra support.
o Math Message Follow-Up – Have students share answers for the Math

Message.
o Discuss strategies for rounding to the nearest 10.
o Purpose: Remind the students that rounding is a technique often used
to approximate known numbers. Numbers are rounded to make them
easier to work with or understand.
o Lesson:
o Display a number line.
o Ask students which two multiples of 10 are closest to 856. Have them skip
count by 10s, starting at 800, to help them decide. Record 850 and 860 on
the ends of the number line.
o Ask whether someone can name the number halfway between the lower and
higher numbers.
o Invite a volunteer to mark the approximate location of 856 on the number
line. Note that the number falls just after 855.
o THINK-PAIR-SHARE – Ask the students, “Is the number I am rounding closer to
the lower number or the higher number?”
o Have students round to the closer of the two numbers.
o Repeat the procedure for rounding 856 to the nearest hundred. Tell students
that in this lesson, they will learn two other methods that can be used to
round whole numbers to a certain place. Use the data on the world’s longest
roller coasters on Student Reference Book page 279 to demonstrate using
two other methods to round to the nearest thousand.
**Differentiate – Have students use the Compact Place-Value Flip Books to round.
(First build the number, and then flip the pages to identify the higher and lower
numbers.)
Practice/Application:
-Instruct students to do journal page 7 on their own first, then discuss and check your work with a
partner.
-When finished, students may come to the center and we will do think-pair-share and share with the
whole group as we summarize our learning and share our strategies for comparing numbers.
SMALL GROUP HELP: (pull over a small group for students who need extra support)
**Formative Assessment – OBSERVE students completing journal page 7 and take notes. Expect
most to be able to accurately round numbers to the largest place. Some may be able to round to
the first two largest places in a number.
**Differentiate – For those struggling, suggest using a place value flip book to help solve the
problems.
** Academic Language Support – Students may be confused about the difference between
estimating and rounding. Have them think of past situations in which they had to estimate.
Contrast that with the steps needed to round a number. We often round to make an estimate.

Review/Assessment:
-Students will now play the game Spin-and-Round to apply their learning as I walk around and
observe and take notes as I check for understanding. Sentence stems will remain on board for
support in their discussions during the game.

OBSERVE
-Which students demonstrate understanding of place value when rounding to a given place?
-Which students are able to use an efficient method for rounding?
DISCUSS
-Which digit when rounded would give you the most points? Least?
-Round 32,542 to the nearest thousand. How did you round?
**If time – extra assessment – when students finish the game, have them select one of the rounds
on their record sheet and explain what method they used to round the number.
.