Short Term Lesson Plan

Date: 07/05/22 Year group: 5

Number in class: 30

Context of lesson
Rounding numbers to the nearest 10 and 100.

Learning Objectives Resources

WALT: round numbers to the nearest 10 and  Differentiated worksheets according to
100. ability.
Success Criteria:  Challenge worksheet
• I can round any number to the nearest
10.
• I can round any number to the nearest
100.
• I can use my place value knowledge.

Key Vocabulary Key Questions

 Place value  What are the rules for rounding?
 When do I round up?
 When do I round down?
 What will be in my tens column?
 What will be in my hundreds column?

Assessment strategies Who will you assess? How and when will you assess them? What are you looking for?
Strategies might include: questioning, observation, discussion, marking, self-assessment, peer-assessment)

 Questioning to assess children’s understanding.

 Live marking and feedback
 Self-assessment for arithmetic questions
 Peer tutoring- if children complete worksheet and challenge they can help those who are
struggling.

Introduction (to include key teaching and learning points and how you intend to model, demonstrate and explain key
concepts and tasks – this will also relate to your key questions and resources)

Starter
 5 minutes- arithmetic in their books.
 Count in multiples of 11 (standing behind their chairs, stomping)
 Open maths books- copy date and WALT.
 Power of 3
 Rounding rules- explain the diagram, what does it mean? When will we round number up?
When will we round numbers down?
 Get children to copy simple diagram from PowerPoint into their books to refer to when
completing worksheet.

MODEL: (On the interactive whiteboard in front of all the children)

 There will be numbers on the slides for example ‘48’ to the nearest 10. Question children
how will they approach this? What is in my tens column? Look at my neighbour is the
number more than 5 or less than 5? What does 48 round to?
 Look at 3/4 digit numbers- round to the nearest 10. Question how is this different?
  Rounding numbers to the nearest 100.
 Look at 4/5 digit numbers- round to the nearest 100.
 How can I round bigger numbers to the nearest 10 or 100? Look at the underlined number,
what column is it in? how can I work this out? What are my steps?
 Clearing misconceptions with rounding numbers: For example: When rounding 43 to the
nearest tens, a student might round it to 30 since the number to the right is less than 4.
 Children need to be able to identify place value.
 Children need to be able to round up if its more than 5.
 Children need to be able to round down if its less than 5 (4,3,2,1)

Game:
 On the interactive whiteboard- numbers will appear with multiple choices, children need to
choose the correct answer by putting their hands up.

After the game, explain that they will be completing worksheets and that there is a challenge for
when they have completed.

Put pentagons worksheet on the whiteboard- do 1-2 questions with them (1 rounding to nearest 10
and 1 rounding to nearest 100).

Main part of lesson (including differentiation, use of adults, brief description of tasks, reference to children’s
targets, SEN etc )

Differentiation worksheets:
 Octagon: Looking at 4,5,6 digit numbers to round to the nearest 10 and 100.
 Hexagon: Looking at mostly 4 or 5 digit numbers some 6 digit numbers to round to the
nearest 10 and 100.
 Pentagon: 2 sections- 1st section rounding to the nearest 10 with 2 digit numbers. 2nd
section rounding to the nearest 100 with 3 digit numbers.

Class teacher walking around, live marking, verbal feedback, answering questions and supporting
children.
TA support pentagon group
Children should be able to complete worksheet, if unable to support the child, do a question
together.
If children complete worksheet, encourage children to have a go at the challenge as this challenge
is accessible for all groups.
If children have finished worksheet and challenge, last slide on PowerPoint as an activity which is
to have a go at writing your own numbers for your partner to round to the nearest 10 or 100 or
peer-tutor
Review (How do you intend to review the children’s learning? Once again, key questions are useful along with
opportunities for self and peer-assessment. Will you be planning a further task/activity to support you in this review of
progress)
 Live marking
 Verbal feedback
 If more than 2 children are struggling, get that group to watch you model it again on the
board.
 Power of 3- end of lesson to summarise what was learnt in today’s lesson.
 Comment in DIRT book for those who need more support.
 Peer tutoring- children who have completed and have grasped the concept/content of the
lesson to help those who are struggling.