UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Alyxandria Muzgay PSMT Name: William Black

Lesson Plan Rounding Numbers Lesson Plan Topic: Math
Title:
Date: 8/19-8/23 Estimated Time: 50-60 minutes/day
Grade Level: 4 School Site: William Snyder

1. State Standard(s):
 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.
 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
 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.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule itself.
 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two two-digit numbers, using strategies based on place value and the properties
of operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-
number answers using the four operations, including problems in which remainders must
be interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.

2. Teaching Model(s):
 Direct/Indirect instruction
 Lemov
 Questioning: DOK

3. Objective(s):
 Monday: Students will identify the values of digits. Students will apply rounding
procedures to numbers in the thousands and ten-thousands.
 Tuesday: Students will write the values of digits. Students will read about and compare
populations. Students will practice multidigit subtraction.
  Wednesday: Students will answer questions about the values of digits. Students will
estimate solutions to multistep addition and subtraction number stories.
 Thursday: Students will estimate sums. Students will solve addition and subtraction
number stories.
 Friday: Flex day. S and T will make a review flipbook, as a resources to use for future
math topics.

4. Materials and Technology Resources

Monday:
 Pencils
 Elmo
 SmartBoard
 White Boards
 Expo Markers
 Math Journal
 iPad

Tuesday:
 Pencils
 Elmo
 SmartBoard
 White Boards
 Expo Markers
 Math Journal
 iPad

Wednesday:
 Pencils
 Elmo
 SmartBoard
 White Boards
 Expo Markers
 Math Journal
 iPad

Thursday:
 Pencils
 Elmo
 SmartBoard
 White Boards
 Expo Markers
 Math Journal
 iPad
Friday:
 Mini Flip Book
 Stapler
 Staples
 Colored Pencils/ Markers
 Pencils
5. Instructional Procedures:

Monday:

Motivation/Engagement:

1. TW (teacher will) ask students what they remember about rounding. Example Questions:
 “What is rounding?” (DOK Level 1)
 “Why do we need to know how to round?” (DOK Level 2)
 “How do you think rounding could be used in real life?” (DOK Level 2)
 “Who uses rounding?” (DOK Level 1)
 “Where could we use rounding?” (DOK Level 1)

Developmental Activities or Learning Experiences:

1. Independent Warm Up: Mental Math Fluency

a. TW Display the following numbers on the SmartBoard. Have students write the
value of the digit on their white boards. Leveled exercises: (DOK Level 1)

- What is the value of the 6 in 67? 60

- The 7 in 47? 7 The 9 in 903? 900

- What is the value of the 4 in 1,416? 400

The 5 in 5,890? 5,000 The 2 in 3,128? 20

- What is the value of the 4 in 14,002? 4,000

The 1 in 10,234? 10,000 The 3 in 346,041? 300,000

b. “What other way, using your place value chart, can you write the number 10,234?
Remember last week when we talked about expanded form.” (DOK Level 3)
2. Guided Practice/Interactive Modeling/Independent Work Time
 TW do the first question with the students
 TW Ask: Can you identify how big the Beijing National Aquatics Center is? (DOK
Level 1) 129,000 square feet then the TW ask the students to round to the nearest ten-
thousand. 130,000 square feet – once the student answers TW ask the student to
“elaborate on their answer” (DOK Level 3)
 TW will then have the student in their houses answer the next five questions in their
math journal.
 TW circulate (lemov) while the students are doing this.
 TW help any students/ groups that may be struggling.
 SW give me a thumbs up when they are done finishing the first question. Once
students are done, they will independently work on the next set of problems in their
math journal.
Review and Closure:
 1. TW ask students how they are feeling about rounding on a scale from 1 to 4. 1 meaning I
don’t understand, and I really need some extra help and 4 meaning I am a pro and I could
teach someone this. TW then evaluate to see if more review needs to happen on Friday.
2. TW have the students create their own number and round it to their nearest 10,000 as an
exit ticket. (DOK Level 4)
Extension:
 If time, SW do their journal math boxes.
Tuesday:

Motivation/Engagement:
1. TW ask students what they remember about place value. Example Questions:
 “What is place value?” (DOK Level 1)
 “Why do we need to know about place value?” (DOK Level 2)
 “How do you think place value will help us in real life?” (DOK Level 2)
 “Who uses place value?” (DOK Level 1)
 “Where could we use place value?” (DOK Level 1)

Developmental Activities or Learning Experiences:

1. Independent Warm Up: Mental Math Fluency
 TW Display numbers using a place-value tool on the SmartBoard. Have students
write the value of the indicated digit on their white board. Leveled exercises:
- What is the value of the 3 in 39? 30 The 8 in 98? 8
The 6 in 602? 600
- What is the value of the 7 in 3,750? 700 The 2 in 2,006? 2,000
The 1 in 6,615? 10
- What is the value of the 4 in 13,407? 400 The 5 in 15,247? 5,000
The 1 in 104,539? 100,000

2. Guided Practice/Interactive Modeling/Independent Work Time

 TW Ask:
 Can you identify the population of Canton, Ohio? 73,007 (DOK Level 1)
 Write 73,007 on the place-value chart. Ask: How many hundreds are in the
hundreds place? 0 TW ask, “Can you elaborate on how you know this answer?”
(DOK Level 3)
 What is the population of Boston? 617,594
 Write 617,594 on the place-value chart. Ask: What is the value of the 1 in
617,594? 10,000 TW ask, “Can you elaborate on how you know this answer?”
(DOK Level 3)
 Which city is larger, Canton or Boston? Boston TW ask, “How could we create a
comparison number sentence to represent this?” 73,007 < 617,594 (DOK Level
4)
 Now introduce the millions place by recording the population of New York City,
8,175,133, on the place-value chart. Ask: How is this number different from the
other numbers we have been looking at? This number goes beyond hundred-
thousands. It is in the millions.
  TW ask students to rate their understanding based on their scale chart (From 1 to
4). TW then pick several students who need extra assistance to go in a group.
 SW work independently to finish the math journal page.
Review and Closure:
1. TW have the students write their own number over 1 million and use their place value
charts and tell me how many 10,000 are in their number as an exit ticket. (DOK Level 4)

Extension:
 If time, SW do the math boxes in their journals.

Wednesday:

Motivation/Engagement:
2. TW ask students what they know about estimation. Example Questions:
 “What is estimation?” (DOK Level 1)
 “Why do we need to know about estimation?” (DOK Level 2)
 “How do you think estimation will help us in real life?” (DOK Level 2)
 “Who uses estimation?” (DOK Level 1)
 “Where could we use estimation?” (DOK Level 1)
1.
Developmental Activities or Learning Experiences:
1. Independent Warm Up: Mental Math Fluency
 Using the SmartBoard place value chart display the numbers listed below. Leveled
exercises:
 12,510; 93,246; 23,082
 432,756; 172,908; 530,175
 7,682,041; 4,502,639; 7,314,851
 For each number, ask questions such as the following:
- What is the value of the digit x? (DOK Level 1) Which digit is in the thousands
place? (DOK Level 1)
- SW use white board to answer the following questions for each number listen
above.
2. Guided Practice/Interactive Modeling/Independent Work Time
 TW write the following number story:
 On Sunday 463 people were at the lake. On Monday 226 people were at the lake, and
312 were there on Tuesday. Estimate how many people in all were at the lake.
 TW Explain that one way to estimate is by rounding all numbers to a particular place
value.
 Have students round to estimate the total number of people at the lake. Suggest
rounding to hundreds. Ask: What is 463 rounded to the nearest hundred? 500 226?
200 312? 300 so 500 + 200 + 300 gives us an estimate of about how many people?
1,000 (DOK Level 2)
 Explain that another way to estimate is front-end estimation, in which the digit in the
highest place value remains the same, while all the digits in the smaller place values
change to zeros.
  Have students use front-end estimation to estimate the total number of people at the
lake. Ask: Using front-end estimation, what would 463 become? 400 How about 226?
200 And 312? 300 So 400 + 200 + 300 gives us an estimate of about how people. 900
(DOK Level 2)
 Explain that another estimation method uses close-but-easier numbers, or close-to
estimation. Here you look for a number that is close to the value of the original
number and is easier to work with. Sometimes these are called friendly numbers.
 Ask: What is a close-but-easier number for 463? 450 For 226? 225 For 312? 300 So
450 + 225 + 300 gives us an estimate of about how people. 975 (DOK Level 2)
 Have students calculate the exact number of people at the lake. 1,001 Discuss
whether this answer seems reasonable compared to other estimates students made.
Sample answer: Yes. All of our estimates are fairly close to the exact answer, so we
can be confident we calculated correctly.
 Note that, in this case, all of these estimation methods gave us a valid estimate that
was fairly close to the exact answer. Tell students that they will now examine a
number story that uses the same numbers and has the same exact answer, but it has a
different context that influences how they should estimate.
 Rob, Bryan, and Ari need at least 950 popsicles for the school picnic. Rob bought
463, Bryan bought 226, and Ari bought 312. Do they have enough popsicles?
 Have students share estimation strategies. Be sure to cover the following:
 Rounding to estimate: 500 + 200 + 300 = 1,000
 Front-end estimation: 400 + 200 + 300 = 900
 Close-to estimation: 450 + 225 + 300 = 975
 Which methods give a more precise estimate? Rounding and close-to estimation
(DOK Level 2) Discuss how front-end estimation gives a valid estimate but isn’t as
precise as the other methods.
 TW ask students to rate their understanding on a scale from 1 to 4. TW select a group
of students to work with
 SW work independently in their math journals while T helps selected group of
students and circulates the room.

Review and Closure:

1. TW have the students create their own word problem and round in whichever way they
want and explain if this is the best way to estimate their answer. (DOK Level 4)

Extension:
 If time, SW do the math boxes in their journals.
Thursday:

Motivation/Engagement:
1. TW (teacher will) ask students what they remember multistep math problems. Example
Questions:
 “What is a multistep math problem?” (DOK Level 1)
 “Why do we need to know how to use multistep math problems?” (DOK Level 2)
  “How do you think multistep math problems could be used in real life?” (DOK Level
2)
 “Who uses multistep math problems?” (DOK Level 1)
 “Where could we use multistep math problems?” (DOK Level 1)
 Play Flocabulary video on multistep equations.
Developmental Activities or Learning Experiences:
1. Independent Warm Up: Mental Math and Fluency
 TW pose addition problems such as the following on the SmartBoard. Have students
estimate the sums on their white boards. Leveled exercises:

 27 + 59 30 + 60 = 90
52 + 45 50 + 50 = 100; 50 + 40 = 90
88 + 36 90 + 40 = 130

 124 + 59 120 + 60 = 180

75 + 212 80 + 210 = 290; 80 + 200 = 280
44 + 448 40 + 450 = 490; 50 + 450 = 500

 667 + 309 700 + 300 = 1,000; 650 + 300 = 950

539 + 278 500 + 300 = 800; 550 + 275 = 825
1,502 + 4,961 1,500 + 5,000 = 6,500; 2,000 + 5,000 = 7,000

2. Guided Practice/Interactive Modeling/Independent Work Time

 T and S will do the math message in the student’s math journal.
 TW remind the students that people who are good at solving problems take time
to make sure they really understand the problem.
 What can you recall from reading the story? The number of stories in each of the
three buildings Terrell plans to climb and the total number of stories he wants to
climb (DOK Level 1)
 What do you want to find out? How many more stories Terrell needs to climb
 Next T and S will continue working through the problem the T will continue to
pose questions like the following:
 How can you find the number of stories Terrell needs to climb? Sample answer:
We need to find the combined number of stories for the three buildings and then
find the difference between that sum and the total number of stories Terrell wants
to climb.
 What will you do first? Sample answer: I will combine the number of stories for
the three buildings. (DOK Level 1)
 What strategy or tool can you use (for example, a pattern, diagram, number
model, and so on)? Once student answers TW ask, “Can you elaborate on why
you would use that strategy?” (DOK Level 3)
 If no one mentions it, remind students that they can write number models and use
letters to stand for the unknown quantities.
 What is the unknown quantity? The combined number of stories for the three
buildings
  Let’s say that s stands for the number of stories in the three buildings. Ask: What
number model might we write, using a letter to stand for the unknown, to
represent what we want to find out? 163 + 88 + 89 = s Record the number model.
 Are you finished? Why or why not? Sample answer: No. I now need to find out
how many stories Terrell still needs to climb.
 Now let’s say that n stands for the number of stories Terrell still needs to climb.
Ask: What number model we could write, using a letter to stand for the unknown,
to represent what we want to find out? 400 – the number of stories in the three
buildings = n Have students record the number model on journal page 13.
 What is a good estimate for the answer? 163 is close to 150 and 88 and 89 are
both close to 100. That gives me about 350 total stories. 400 – 350 = 50, so Terrell
has about 50 more stories to climb. Have students record their estimates on
journal page 13.
 Have students solve the number story.
 TW have the students write the answer in their math journal.
 TW ask the students “Elaborate on how you know that your answer is the most
reasonable?” (DOK Level 3)
 SW finish answering the questions in their math journals in groups.
Review and Closure:
1. TW go around the class and ask each student to tell one thing that he/she learned about
solving multistep number stories.
2. TW have the students create their own multistep number story and solve it. (DOK Level
4)
Extension:
 If time, students will complete their math boxes in their math journals.
Friday:

Motivation/Engagement:
1. TW play a Flocabulary video on rounding and estimation
2. TW ask students what they from this week’s lessons.

Developmental Activities or Learning Experiences:

1. Guided Practice/Interactive Modeling
 TW explain that today the students will doing a review of the things that they have
already learned and some of the things that they will learn
 TW explain that the students will be creating a flipbook resources tool to help them
with their further math endeavors in the fourth grade.
2. Collaborative Working Time
 SW work in their groups to create their flipbooks.
 SW be able to staple and color their books using the T example.

Review and Closure:

1. TW ask the students different questions that they will be able to answer using their
flipbooks (to review how to use them if they get stuck in class.
2. SW put the books away in their at school folders to use as a resource during other math
lessons.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Monday:
 Accommodations: Allow students to sit closer
 Modifications: Allow struggling students to use a separate math chart to help
complete the math journal. TW shorten the amount of independent work in the
math journal for struggling students.
 Differentiations:
 Support: TW pair struggling students with a peer mentor who has a firm
grasp on the concept. This student can then explain in their own words
how to add up the coins.

Tuesday:
 Accommodations: Allow students to sit closer.
 Modifications: Allow struggling students to use separate math chart to complete
math Journal. TW shorten amount of independent work in the math journal for
struggling students
 Differentiations:
 Support: Grouping by ability.

Wednesday:
 Accommodations: Allow students to sit closer.
 Modifications: TW shorten the amount of work for the struggling students to
complete in the Math Journal.
 Differentiations:
 Support: Pairing by ability. TW have struggling students work with a
student that understands the lesson.

Thursday:
 Accommodations: Allow students to sit closer.
 Modifications: TW give struggling students less items to work with in their math
journals SW also sit with the teacher for extra assistance.
 Differentiations:
 Support: TW have a group of students who are still struggling with the
materials to be grouped together. TW work with these students.

Friday:
 Accommodations: Allow students to sit closer.
 Modifications: TW staple and cut materials for students who need it done.
 Differentiations: Pairing in groups.

7. Assessment and Evaluation of Learning:

a. Monday
 Formative:
  TW take notes of how students answer open-ended questions as Teacher
circulates (Lemov – Circulate) to determine whether or not more practice is
needed in this area.
 DOK questioning.
 Exit Ticket. (Written in plan)

b. Tuesday
 Formative:
 TW check math journals for understanding.
 DOK questioning.
 Exit Ticket (Written in plan)

c. Wednesday
 Formative:
 TW check math journals for understanding
 DOK questioning.
 Exit Ticket (written in plan)

d. Thursday
 Formative:
 TW check math journals for understanding.
 DOK questioning.
 Exit Ticket (written in plan)

e. Friday
 Formative:
 TW take notes of how students answer open-ended questions as Teacher
circulates (Lemov – Circulate) to determine whether or not more practice is
needed in this area.

8. Homework Assignment:
a. Monday
- Home Link 1-3
b. Tuesday
- Home Link 1-4
c. Wednesday
- Home Link 1-5
d. Thursday
- Home Link 1-6
e. Friday
- None

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: