Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: Let’s Round

Grade Level/Content Area: 3rd Grade Math

Content Standard Addressed: 3.NR.3.1: Use place value understanding to round whole numbers up
to 1000 to the nearest 10 or 100.

ISTE Technology Standard Addressed:
Empowered Learner – 1.1.c. Students use
technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a
variety of ways.
What would you like students to know and be
able to do by the end of this lesson:
I would like for my students to be able to round
whole numbers to the nearest 10 or 100 by using
technology to demonstrate their learning in a
variety of ways.

What is the student learning goal(s) for this lesson idea?

Students will use technology to demonstrate how to use place value to round whole numbers to the
nearest 10 or 100.

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

How do you plan to implement this lesson and integrate the technology? Check all that apply:

X Teacher-led: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based.

☐ Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based (Real world problems) and/or Publishable: Students are solving problems
and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing it via an outside source.)

Lesson idea implementation:

This lesson will be assigned to them in class during their math time for a day. Before sending
students off on their own, I will go over the learning goals of the lesson. Throughout the time when
students are working, I will ask them to pause and to remind them of the learning goals and ask for a

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

thumb check on how they feel they are doing working towards the goals, they will give a thumbs up,
thumb to the side, or thumbs down. From here, I can assess which students may need extra
assistance during or after the lesson. Students will use the provided Pear Deck lesson where they will
be able to first respond to their initial feelings on rounding numbers. They then will watch an
introductory video that explains the concept of rounding in song form. This will pique student
interest and get them engaged with the task. While the lesson is student-paced, they will be
assessed throughout the lesson through questions on the slide where I can see their responses
which then shows me where I will need to teach more. They also have an IXL practice activity as well
as a Jam board where students will be able to interact and respond to their peers. These will be
followed by the final formative assessment in the form of a Gimkit. Students will complete this
activity which to them will be a fun game, but their responses also show me what they do and do
not fully know yet on the topic so that I can modify the next lesson to meet those goals. The lesson is
concluded in the Pear Deck by having students write an explanation of the lesson to an imaginary
friend who missed class. This not only allows me to once again see where to reassess but also gives
students the chance to think back to what they learned and apply it through retelling and
summarizing. Once everyone is done, then I will ask the class to share what they learned in the
lesson.
Managing student learning:
This lesson will move from passive to active learners as they become the leaders of their learning.
With this being a student-paced lesson, the students are in control and actively engage with the
lesson at their level and pace. They will work independently on laptops during our math time block.
Every 15 minutes a timer will go off where students will have a 3 minute brain break. I will manage
this by taking moments periodically to check in with the whole class on how they are doing. I will
also ensure I am walking around while students are working to track progress and assist anyone
along the way.
Universal Design for Learning (UDL):
This lesson offers multiple means of engagement for students to demonstrate their learning. As
students work at their own pace, they will be encouraged to use physical materials they deem
necessary which could be things like whiteboards. As students move through the lesson, they will
see the material expressed to them in various ways like through songs, visual aids, written
responses, games, and repeated practice. These different modes allow all students to access the
learning material in a way that works best for them.
Reflective Practice:
I believe this tool will allow students to build an understanding on rounding in a different way than
with traditional tools. I believe that rounding can be a tedious topic to teach students, so this tool
allows students to stay engage and allows them to interact with different practices rather than filling
out a worksheet of sorts. I am eager to see how students respond to this lesson and see what
adjustments I need to make so I can use this as a learning process for myself as well.

Frazier, 2021