Brandy Zambrano (Dixon)

ELED 437

Rounding
Objectives
111.5. Math, Grade 3
(4) Number and operations. The student applies mathematical process standards to
develop and use strategies and methods for whole number computations in order to
solve problems with efficiency and accuracy. The student is expected to:
(B) round to the nearest 10 or 100 or use compatible numbers to estimate
solutions to addition
and subtraction problems;
110.14. English Language Arts and Reading, Grade 3
(29) Listening and Speaking/Listening. Students use comprehension skills to listen
attentively to others in formal and informal settings. Students continue to apply
earlier standards with greater complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant questions, and make pertinent
comments;
(31) Listening and Speaking/Teamwork. Students work productively with others in
teams. Students continue to apply earlier standards with greater complexity.
Students are expected to participate in teacher- and student-led discussions by
posing and answering questions with appropriate detail and by providing
suggestions that build upon the ideas of others
126.7. Technology Applications, Grades 3-5,
(6) Technology operations and concepts. The student demonstrates knowledge and
appropriate use of technology systems, concepts, and operations. The student is
expected to:
(A) demonstrate an understanding of technology concepts, including
terminology for the use of
operating systems, network systems, virtual
systems, and learning systems appropriate for
Grades 3-5 learning
74.4. English Language Proficiency Standards
(1) Cross-curricular second language acquisition/learning strategies. The ELL uses
language learning strategies to develop an awareness of his or her own learning
processes in all content areas. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. The student is expected to:
(A) use prior knowledge and experiences to understand meanings in English

The students will learn the concept of rounding and will

demonstrate their knowledge by applying it to class activities and
homework assignments. They will listen to answer questions that
are given to them and will work together to show understanding.

Focus/Anticipatory Set

Brandy Zambrano (Dixon)

ELED 437
I will use a grocery basket and items I have brought from home to grab the
students attention. Have you ever been in line at the grocery store and someone
is holding up the line because they did not have enough money and they have to
put items back? Today we will learn how to round or estimate so that when you are
grocery shopping you can figure out about how much money you will need to buy
the items you are putting in your basket. I have brought some items from the
grocery store and we are going to estimate how much they are. This carton of milk
says it is $2.99 so about how much can we say that is so that we dont have to
remember $2.99? I would go on to explain what each of the items would round to
in the grocery store.

Relevancy
In order to explain relevancy of this concept to the students I will begin by reading
the book Coyotes All Around by Stuart J. Murphy. In this childrens fiction
storybook, one coyote shows the others how rounding numbers can make addition
much easier. She rounds the numbers to the nearest ten then adds in her head,
while another coyote has to use paper to add the specific numbers which always
turns out to be very close to the rounded number.
I will give more examples such as going to the grocery store when you have only a
certain amount of money to spend. If you figure out ABOUT how much each item is
that you put in your cart and add as you go, then you know you will have enough
money when you get to the register.

Explanation/Teaching Strategies & Modeling

I will begin my teaching by showing them a video called Rounding Rap using the
smart board. I will show them this video multiple times so that they will learn the
words. The first time they will focus on listening to the words and what they mean.
Then, I will show them movements to the rap so that they can form the connection
between the words and movements.
I will then go to the white board and give examples of rounding certain numbers to
the nearest tens and hundreds. I will continue to explain that if you round a number
to the nearest ten you should have one zero at the end, and if rounding to the
nearest hundred then you should have two zeros, etc. I will give many examples
from different difficulty levels to give the students plenty of time to understand the
concept.

Teaching: Checking for Understanding

In order to check for understanding, I will give each student dry erase boards, and
after writing a number on the white board, I will ask all students to round the
number. When I see that everyone is finished writing then I will tell them to show
me and I can check for understanding by seeing if they rounded correctly and to the
correct place value.

Brandy Zambrano (Dixon)

ELED 437

Questioning strategies
Start with basic questions such as what does this number round to when rounding
to the nearest ten? then move to how do you know? Then ask what the number
would be if we wanted to round to the nearest hundred instead, and how many
zeroes would be in each number.

Guided Practice
For guided practice the students will work together in groups. Each table will have
two dice to share and each have their own paper. The students will take turns rolling
the dice 3 times to create a three-digit number and then on the paper they will
round that number to the nearest tens and hundreds.

Independent Practice
The students will practice on a rounding paper to show me whether they understand
or need more explanation. After the students have finished their paper they will put
their pencils away and get out a crayon to check their work with. Students will
volunteer to teach and go up to the elmo to show the class how they got the
answer they did. They will have to go through the steps they need to do to round
the numbers and the class will agree or disagree, and then check their answer or
put an X and correct answer. This will be my assessment to see which children
understand this concept and which need more practice.

Closure
Today we learned a new concept, what was it? Who can tell me why we need to
know how to round? Why is it important for us to know? When could we use
rounding in real life?

Materials
The book Coyotes All Around by Stuart J. Murphy
The Rounding Rap video on smartboard
Dry erase boards and markers
Dice and rounding papers
Elmo and smart board
Pencils and crayons

Duration
~45 minutes