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GRADE:
3
SUBJECT:
Math
TOPIC:
UsePlaceValuetoRoundNumbers

CASTANDARDS:
3.NBT.A.1
Useplacevaluetoroundwholenumberstothenearest10or100.
OBJECTIVE(S):

Content:
Useplacevalueandnumberlineconceptstoroundnumbers.
Applyaruleaboutthehalfwaypointbetweentwonumbersanduseittodetermine
whethertoroundupordown.
Language:
Summarizewhatroundingis
Explainwhyroundingisusefulforestimating
Justifyconclusions/answers

VOCABULARY:

round:
toapproximatethevalueofanumberbyfindingthenearestten,hundred,orotherplace
value.
toestimate:
togiveanapproximatenumberoranswerbasedonmathematicalthinking
anestimate:
acloseguessmadeusingmathematicalthinking

MATERIALS:

Jarfilledwithitems
Numberlinesforallstudents
Countingcubes
2differentcolorcrayonsperstudent
ExitSlip

ASSESSMENT:

Formative:
StudentPartnerTalks
Wonder/NoticeChart
HandsOnActivity:Walkaroundaviewstudentsanswers/listentotheirresponsesto
justifytheiranswers
Summative
ExitSlip
DailyHomework

InstructionalStrategiesandLearningTasks:
I.

AnticipatorySet:

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1. Displayajarpartiallyfilledwithsmallobjects.Handeachstudentapieceofpaperandhavethem
writeonthepieceofpaperhowmanyobjectsareinthejar.
2. Then,havestudentsraisetheirhandsandsharetheamountofobjectinthejar.Promptstudents
tousecompletesentencesandsay:Ithinkthereisabout___objectsinthejar.
3. Thensay:
Thisiscalledan
estimate
,oracloseguessmadeusingmathematicalthinking.
4. Explaintostudentsthatsometimesinmathyoudonotneedtoknowanexactanswer.Thenask:
Whenwouldyouneedtoknowtheexactnumberofobjectsinthejar?Whenwouldanestimatebe
goodenough?
Leadadiscussionaboutwhyanexactcountoranestimatewouldbeneeded.
Example:
Anestimatewouldbeusedwhentryingtoguessthenumberofobjectstowinthe
contestbuttheexactamountisneedwhendeterminingthewinnerofthatcontest
.
5. Explaintostudentsthatroundingisonewaytoestimate.Tellstudentsthattheywillbelearning
howtoroundusingbothplacevalueandanumberline.
II.

Instruction:

QuickReview:PlaceValue
1. Displayaplacevaluechartwiththenumber154thenaskdiscusshowtofindthenumberoftens
arein154usingbasetenblocks.
2. Ask:
Howmanytensmake1hundred?[10]Howmanytensmake50?[5]Howmanytensarein
154?
Havestudentscountwithyoubytensandthencounteachindividualbasetenblockto
answerthesequestions.
3. Next,askstudents:
Whatisthenextgreatestnumberoftens?[16]
4. Tellandshowstudentsthatusingplace,onewouldwritethesetwonumbersoftens(15and16)
asnumeralsof150and160.
5. Then,saytostudents:
Byusingplacevalue,Iknowthatthenumber154fallsbetweenthe
numerals150and160.
6. Next,ask:
Howmanyhundredsareinthenumber154?[1]Whatisthenextgreatestnumberof
hundreds?[2].
7. Then,askstudentstoturntotheirpartnersanddiscusshowtheywouldwritethenumbers1and2
innumerals(numbers).[100and200]Checkforunderstandingbylisteningtopairs
conversations.
8. Challengestudentstoanswerthefollowingquestion(s):
Whichteniscloserto154?[150]Which
hundrediscloserto154?[200]
9. Explaintostudentsthatwhenyouroundanumber,youarefindinganumberthatisclosetothat
number.Onereasonforroundingistofindnumbersthatareeasiertoworkwith.Thatswhyyou
mightwanttoroundthreedigitnumberstothenearesttenorhundred.Anumberlinecanhelp
youunderstandhowtoround.
10. WhatdoyouWonder/NoticeChartFilloutaTchartasaclasshavingstudentlookatthe
numberlineandsharesomethingstheynoticeaboutit,aswellassomethingsthattheywonder.
11. Displayontheprometheanboard,page71ofstudentsiReadyMathbook.Together,readand
discusstheFindOutMoresection.
12. Toguidestudentsthinking,askquestionssuchas
Whichnumberisto8closerto,1or10?If__
isclosetoblank,wouldyouroundupordown?
Also,usecolorcodingonnumberlinessothat
studentscanseewhichnumbersarecloser/fartheraway
13. PairShares:Havestudentsidentifythehalfwaypointbetween0and10onthefirstnumberline
and100and200onthesecond.Furthermore,besurestudentsunderstandwhyanumbercanbe

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III.

describedasthehalfwaypoint.[___isdescribedasthehalfwaypointbecauseitishalfway
between___and___]
14. Thenask:
Ifthenumberisexactlyhalfwaybetween0and100,doyouthinkIwouldroundupor
down?[up]
Explaintheruleofroundingofhalfwaypoints,istoroundup.
GuidedPractice

HandsOnActivity:Useanumberlinetounderstandroundingnumbers.
1. Havestudentsreturntotheirdeskstoworkonanumberline
2. Wonder/NoticechartHavestudentsexplorethenumberline
3. Guidestudentsindrawinghatchmarkstoshowthehalfwaypointbetweenthemultiplesof10on
thenumberline.Countby5salongthenumberline,identifyingthenumberassociatedwitheach
mark.Allowstudentstimetolabelthehatchmarkstheydrew.
4. Writethefollowingsentenceframesontheboard:
Thenumber___isbetween___and___.
Thehalfwaypointbetween___and___is___.
___isgreater/lessthan___.soroundup/downto___.
____roundedtothenearest10is____.
5. Calloutarandomnumberbetween1and99andaskstudentstoplaceacubeonthenumberline
torepresentthatnumber.
6. Usingroundingrules,studentsthenmovetheircubeupordowntothenearesttenonthenumber
line.Havestudentsgivetheiranswerandencouragestudentstojustifytheiranswerusingthe
sentenceframes.
7. Continue,callingoutrandomnumbersforstudentstoroundusingthenumberline.
8. Repeatsteps25,roundingtohundreds.
IV.

Closure:

Restatewhatwaslearnedintodayslesson.Havestudentsturntopartnerandquicklysharewhatthey
learned.Askforstudentvolunteerstosharepartnersanswers.
ExitSlip:
RoundingusingNumberLineswillbeusedtoassessstudentslearningandunderstanding
ADAPTATIONS:

ELLs:
Provideadditionalwaittimeforstudentresponses
Beconsciousofuseofvocabulary
Modeling
Regaliatheuseofrealworldobjects:numberlines
manipulatives
IEPs:
Modeling
Manipulatives
Provideadditionalwaittime
Repeatstudentanswers(HardofhearingIEP)
Colorcoding
Havestudentsrepeatdirectionsbacktoteacher

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Differentiationofmathproblems
Givedirectionsinsmallanddistinctsteps
EarlyFinishers
Morechallengingproblems
Higherlevelthinking/questions
ChallengedReaders
Readaloudmathproblems
Readaloudsentenceframes

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edTPALessonPlanDay2
GRADE:
3
SUBJECT:
Math
TOPIC:
RoundingtotheNearestTen
CAStandards:3.NBT.A.1
Useplacevaluetoroundwholenumberstothenearest10.
OBJECTIVE(S):

Content:
Roundtwodigitandthreedigitnumberstothenearest10usingbothahundredschart
andreasoning.
UseasetofrulesCUBAtounderstandingrounding.
Language:
Justifyconclusions/answers

VOCABULARY:

round:
toapproximatethevalueofanumberbyfindingthenearestten,hundred,orotherplace
value.
toestimate:
togiveanapproximatenumberoranswerbasedonmathematicalthinking
anestimate:
acloseguessmadeusingmathematicalthinking

MATERIALS:

HundredsCharts
ExitSlip

ASSESSMENT:

Formative:
StudentPartnerTalks
Wonder/NoticeChart
WhiteBoardsStudentswriteanswersonwhiteboards
Summative
ExitSlip
DailyHomework

InstructionalStrategiesandLearningTasks:
I.AnticipatorySet:
1. CompleteaWonder/NoticeChartwiththeclasstoexplorethewordproblemandthehundreds
chart.
II.Instruction:
2. Displaythefollowingproblemontheboard:
Allyrecordsthetimeshespendsdoinghomework.
Sheroundseachtimetothenearesttenminutes.IfAllyspends37minutesonherhomework,how
doessherecordthistime.

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3. CompleteaWonder/NoticeChartwiththeclasstoexplorethewordproblemandthehundreds
chart.
4. Tellstudentsthattheycanuseahundredscharttohelproundtothenearestten.
5. Referringtothenumberchart,askstudentthefollowingsetofquestions:First,askstudentsto
lookattheirnumberchartandpointto37.Next,ask:
Whichtwotensis37between?[30and40]
Then,ask:
Is37closerto30or40?[40].
6. Next,ask:
Whichnumberisthehalfwaypointbetween30and40?[35]
.Besurestudents
understandthatitisthehalfwaypointbecauseithalfwaybetween30and40.
7. Thenask:
Is37greaterorlessthan35?[Greater].
8. Explaintostudentsandmodelthinking:
Iknowthatthehalfwaypointis35andbecause37is
greaterthan35,37wouldroundupto40.ThereforeAlly,wouldrecordhertimespentdoing
homeworkas40minutes.
9. Ask:
WhatifAllyspends33minutesdoingherhomework?Wouldshestillrecordherhomework
timeas40minutes?[No]WhatifAllyspends35minutesdoingherhomework,wouldAllyround
upto40ordownto30?[Up,to40].
Remindstudentsofthehalfwayruleinrounding.
10. FAgain,modelstudentresponsesandhavestudentsrepeatafteryoutopracticetheirthinking.
Thefollowingsentencestructurescanbeusedtohelpstudentsjustifytheirthinking:
a. ____isbetween____and____butiscloserto____.Therefore,itroundsup/downto
____.
b. ____ishalfwaybetween____and____.Therefore,isroundupto____.
11. Next,askstudentstochooseanumberontheirhundredschartanddecidewhichtenitwould
roundtoo.Givestudentstimetocompletethis.
12. Then,havestudentsturntotheirturntotheirpartnersandexplaintheirreasoningfortheir
answer.Inordertoallowbothstudentstotalk,organizethepartnersinPartnerAandPartnerB,
allowingonepartnertospeakatatime.Walkaroundandlistentostudentresponsesandcheck
forunderstanding.[Studentsshouldcommunicatetheconceptthatifthenumberisgreater/lesser
thanthehalfwaypoint,roundup/down.]
13. Again,forstudentswhomightstruggleinjustifyingtheiranswers,displaythefollowing
sentencesstructurestheymayreferto:
a. ____isbetween____and____butiscloserto____.Therefore,itroundsup/downto
____.
b. ____ishalfwaybetween____and____.Therefore,isroundupto____.
III.GuidedPractice:
14. Studentswillnowbegintoroundthreedigitnumberstothenearestten.Tohelpstudentsgaina
greaterunderstandingofwhethertoroundupordown,youwillnowteachthestudentsasetof
stepsforrounding.
15. Begintoexplaintostudentsthatwhenroundingnumbers,thedigitthatisroundedeitherstaysthe
sameorisincreasedbyoneandthedigitstotherightarechangedtozero.
16. TellstudentstheywilllearnhowtouseCUBA,asetofstepsusedtoround.[Refertoposter].
a. Cidentifyandcirclethenumberyouarerounding
b. Uunderlinethenumbertotheright

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c. BBabyorBully?Baby(04)staysthesameBully(59)roundup
d. Aaddzerostotheplacevaluesbehindthecirclednumber.
17. WalkstudentsthroughexamplesusingtheCUBAstepsandbesuretomodelthinking.
a. Round239tothenearestten
IknowthatImsupposetoround239tothenearestten.I
rememberfrommylessononplacevaluethetensplaceishere(pointtothetensplace)so
Iwillcirclethe3.Next,Iwillunderlinethenumbertotherightof3,whichis9.Then,I
havetodecideif9isababyorbully.Iknowthat9isagreaterthat5orisabullyandI
willroundthe3upto4.Lastly,Illaddazerointheonesplacevalue.
b. Round156tothenearesthundredAgain,modelstudentthinking.
18. Havestudentsreturntotheirdesks.Together,practiceusingthesestepsroundingtothenearest
tenwithbothtwoandthreedigitnumbers.
19. Havestudentsusewhiteboardstoshowtheiranswerstocheckforunderstanding.Monitor
studentsunderstandingandtakeamentalnoteofstudentswhomaystillbestruggling.
III:Closure:
Restatewhatwaslearnedintodayslesson.Havestudentsturntopartnerandquicklyshare
whattheylearned.Askforstudentvolunteerstosharepartnersanswers.
ExitSlip
RoundingWorksheet
ADAPTATIONS:

ELLs:
Provideadditionalwaittimeforstudentresponses
Beconsciousofuseofvocabulary
Modeling
Regaliatheuseofrealworldobjects:numberlines
manipulatives
IEPs:
Modeling
Manipulatives
Provideadditionalwaittime
Repeatstudentanswers(HardofhearingIEP)
Colorcoding
Havestudentsrepeatdirectionsbacktoteacher
Differentiationofmathproblems
Givedirectionsinsmallanddistinctsteps
EarlyFinishers
Morechallengingproblems
Higherlevelthinking/questions
ChallengedReaders
Readaloudmathproblems
Readaloudsentenceframes

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edTPALessonPlanDay3
GRADE:
3
SUBJECT:
Math
TOPIC:
RoundingtotheNearestHundred

CASTANDARDS:
3.NBT.A.1
Useplacevaluetoroundwholenumberstothenearest10or100.
OBJECTIVE(S):

Content:
WordProblemsandroundingathreedigitnumbertothenearesttenorhundred
Useplacevalueconceptstosolveproblemsroundingusingwholenumbers
Language:
Justifyconclusions/answers

VOCABULARY:

round:
toapproximatethevalueofanumberbyfindingthenearestten,hundred,orotherplace
value.
toestimate:
togiveanapproximatenumberoranswerbasedonmathematicalthinking
anestimate:
acloseguessmadeusingmathematicalthinking

MATERIALS:

Basetenblocks

ASSESSMENT:

Formative:
StudentPartnerTalks
Wonder/NoticeChart
PartnerActivityWalkaroundaviewstudentsanswers/listentotheirresponsestojustify
theiranswers
WhiteBoards
Summative
ExitSlip
DailyHomework

InstructionalStrategiesandLearningTasks:
I.AnticipatorySet:
RealWorldConnection
1. Remindstudentsthatroundingisoftenusedtoestimatewhichmeantstofindanapproximate
numberbasedonmathematicalthinking.Discusswithstudentshowtheycanuseroundingto
estimatethecostofgroupofitemsatastore.
2. Abouthowmuchwillyouspendontwosoccerballs,ifeachonecosts$17?(Studentsshouldbe
abletoround$17to$20andestimatethat$20+$20=$40.

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3. Refertoanumberline/hundredscharttoshowavisualshowstudentsthat17iscloserto20than
to10.
4. Readtheproblematthetopofthepageasaclass.
5. CompleteaNotice/WonderChartaboutthewordproblem/tensbaseblocks.

II.Instruction:
1. Tellstudentsthattodaysolvingwordproblemsusingbasetenblockstoroundtothenearest
hundred.
2. Remindstudentsofthedifferentwayswehavelearnedtoround.Askstudentstoexplainhow
theyhaveusedthesestrategies.
3. Readpictureitanddisplaythenumberusingplacetenblockssostudentsmayseeitvisually.
Haveavolunteerexplainwhatisshownbytheplacevaluedrawings.
4. AskHowdothedrawingshelpyouknowthat236isbetween200and300.[Thereare2
hundredsblocks,plussometensandones.Thenumberismorethan200,butlessthan300.]
5. Besuretoputanemphasisonthenumberinthetensplaceandhelpstudentsestablishthat5tens
or50isthehalfwaypointofahundred.thehalfwaypointbetween0tensand10tensis5tens.
6. 236236has3tens,meaningisitlessthan5tens,thereforeIwouldrounddownto200.
7. usebasetenblockstodemonstratethat5onesarehalfasmanyonesas1ten.Dothesame
comparingtensand
hundredstoestablishthehalfwaypointis5tens,or50.
8. Presentathreedigitnumber.Havestudentsmodelthatnumberwithbasetenblocks,puttingthe
blocksinplacevalueorder.
9. Askforavolunteertousetheblockstohelpexplainhowtoroundthenumbertothenearest
hundred.haveadifferentstudentexplainroundingthenumbertothenearesthundred.
a. sentenceframeshowcanstudentsshowtheirthinking?
b. ___has___tens.
c. Iknowthatifanumberhas5ormoretens,Iroundup.
d. Iknowthatifanumberhaslessthan5tens,Irounddown.
10. ContinuewithotherthreedigitnumbersanddifferentstudentvolunteersBesuretohave
studentsshareandshowtheirthinking.
III.GuidedPractice:
PartnerActivity:Studentswillworktogetherinpairstosolvethefollowingwordproblems.Dothefirst
onewiththeclassasawholeandmodelthinkingpracticewritingthejustificationoftheiranswersand
statingtheirjustificationswithsentenceframes.Also,besuretopracticeunderliningonlythemost
importantinformationinthewordproblems.Again,modeltobesurestudentsknowwhatisexpectedof
them.
1. Mr.McCannssportsstorehas178baseballsinstock.Roundtothenearesthundredwithclass
2. DarnallCharterschoolhas322students,Roundtothenearesthundred.withclass
3. Theschoolcafeteriahas156plates.Whatisthenumberroundedtothenearesthundred?156
partner

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4. Ms.SandovalboughtaT.Vfor$265.Whatisthepriceshespentroundedtothenearesthundred?
partner
5. Ms.Sandovalsclassearned532Dojopointsinoneday.Whatisthenumberofpointsthey
earnedroundedtothenearesthundred?partner
IV:Closure:
Restatewhatwaslearnedintodayslesson.Havestudentsturntopartnerandquicklyshare
whattheylearned.Askforstudentvolunteerstosharepartnersanswers.
ExitSlip:
RoundingReviewwithWordProblem(Understandingoflanguagefunctionincluded)
Adaptations:

ELLs:
Provideadditionalwaittimeforstudentresponses
Beconsciousofuseofvocabulary
Modeling
Regaliatheuseofrealworldobjects:numberlines
manipulatives
IEPs:
Modeling
Manipulatives
Provideadditionalwaittime
Repeatstudentanswers(HardofhearingIEP)
Colorcoding
Havestudentsrepeatdirectionsbacktoteacher
Differentiationofmathproblems
Givedirectionsinsmallanddistinctsteps
EarlyFinishers
Morechallengingproblems
Higherlevelthinking/questions
ChallengedReaders
Readaloudmathproblems
Readaloudsentenceframes