STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes

Teacher: ​ Taylor Petrus

Grade/Subject:​ Third Grade, Mathematics

TARGET:
Part 1: My Standards, Goals and Outcomes

Academic Standards:

CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.

Essential Questions: Knowledge: Skills:

What are place values?
What is the place value of
the 1 in the number 10?
What is the place value of
1 in the number 100?
How do you know when to
round up or down?
Know that place values are
multiples of 10
The right side of a line
graph is for increasing
numbers
Know the place values of a
number
Knows that anything over
half rounds up to a whole
Can accurately draw a
number line with in proper
numerical order
Understands the difference
between 10’s and 100’s
place

Student Learning Goal​: (I can…)

I can round whole numbers to the nearest 10th or 100’s place and graph them on a
number line.

I can understand the difference in the place values systems.

Student Social-emotional Goal :

I will be able to use my social skills to work in a team to do group work for an
assignment.
 I will have confidence that I can solve math problems in class correctly.

Barriers to learning​:

● ELL students may not understand number sequence for the number line with
higher digit numbers past 20.
●
● Dwayne’s motivation to learn and have confidence in his ability to understand
the lesson would be a personal barrier to his learning.
●
● Bianca could get distracted easily by playing with the dice since she has
trouble keeping attention.
●
● Students could not feel included in their groups if no one is listening to their
input.

Common Misconceptions​:

● Group work excludes individuals

● Having students input on other students answers makes them feel insecure
● All students love videos and songs

My Classroom Composite:

This is a third grade class that consists of a total of 10 students. The class is very diverse
with students with special needs and English language learners. A little over half of the
class (55%) know how to round whole numbers to the nearest 10 or 100. Majority of the
class (70%) know how to accurately graph numbers on a number line. The class as a
whole needs more practice on place values and number lines.

The first student I selected is Fabiola, who is an English Language Learner. She is great
at art and has parents who are actively involved in her education. She is also great at
keeping herself busy, but she does not generate work. She barely speaks and does not do
good with direct instruction.

The second student I selected is Bianca who has an IEP because of her learning
disability. She is very bright and can read well and does very well with manipulatives.
She also is not good with direct instruction and gets distracted easily. She also struggles
with word problems.

The third student I selected is Dwayne. Dwayne has social/emotional needs because he
is new at school and does not have many friends. He has low confidence in his math
abilities and gets easily frustrated although he gives correct answers. He could be doing
well because of the blended math program he is in.

Class Size: 10
Boys: 6
Girls: 4
GATE Students: 1
ELL Students: 1
Students with Special Needs: 2

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION,

MANAGEMENT),

Multiple Means of Manipulatives -​ The teacher and students will use dice to roll and
Representation create numbers that are two or three digit to practice rounding.
(Modeling & This allows the students to create their own number kinesthetically
by rolling the dice. The teacher will walk around making sure that
Practice)
the students start with their two digit numbers and then move onto
their three digits after they completed their twos.

Role Play - T​ he teacher will ask the students for random two and
three digit numbers and have them answer where they should stand
on the tape number line on the ground. Whoever gave the number
with follow her and stand where the teacher stood to understand
where their number lies on a number line. This will help the
students be able to visually see where they are supposed to model
their numbers. To assess student learning, the teacher can ask the
class after the individual students graph themselves on the line if
they are in the correct place and the class can answer together.

Youtube Video -​ The students will be shown this youtube video

that teaches them how to round numbers to the 10’s and 100’s
place. To assess student learning, the teacher can pause the video
before the answers are given to each problem to ask the class out
loud before continuing to play.
https://www.youtube.com/watch?v=aLhtpGugc9I

Multiple Means of
Engagement Group Work: T ​ he students will be paired and working in groups of
4 to roll the dice and work together to answer their problems on
their worksheets. They must work as a team to answer the
 questions because they only have one worksheet per group. The
teacher will monitor the groups to make sure each individual
student is giving their input with helping with the answers and to
make sure each student answers a question themselves.

Youtube Video:​ Students will answer questions asked from the

youtube video they will be shown on how to round numbers to
10’s and 100’s places. The youtube is kid friendly and is very
playful which will get the students attention to get them engaged.
The teacher will assess their learning by making sure they are all
paying attention to the video and attempting to answer the
questions.

Place Value Song: ​The students will sing the song together as a
class which makes singing another method of engagement.
Singing is entertaining for the students and the song can be one
they can eventually memorize to help them reflect on when they
are dealing with place value questions.

Multiple means of
1
Expression Multiple Answers: T ​ he students are freely able to choose the
(practice & numbers they wish to use from the numbers on the dice they roll.
If they roll and 2 and a 3, they can choose the number 23 or 32.

Physical Response: I​ n activity 2, students are able to physically

line themselves on the number line tape to give their answer. As a
class and with the teacher, the students can be monitored and
assessed for learning by making sure the student is standing on the
correct place on the number line.
assessment)
​ he students will be given an exit ticket with two
Exit Ticket: T
questions on them asking:
1. How confident do you feel about rounding numbers?
2. What do you feel you need more practice with?
This gives the teacher insight on how their students are feeling
with the content and exit tickets can help the teacher change
anything for future lessons. Exit tickets also are a great way for
the students to express how they are feeling.

Managing the
Classroom The students will start by being seated in the front of the classroom
Environment sitting criss cross apple sauce. The students will be split into
groups of 4 by the teacher picking out popsicle sticks with the

1
 students numbers on them so that it is random. The teacher will
orchestrate the transition to their desks. The teacher will tell each
group one at a time to excuse themselves to a group of desks to
work at.

Students are expected to work only with their groups and should be
spaced out far enough to where they do not meet with another
group. The groups have 10 minutes to finish their worksheets.

After 10 minutes, the teacher will have all of the students turn in
their worksheets and dice and sit on the floor in the front of the
room quietly. The students will be called one at a time with their
popsicle stick numbers to come up and graph themselves on the
number line. The students will stay standing on the number line
until everyone is done.

STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?

Introduction
The teacher will have random numbers on the board that are two digit and three digit
numbers. They ask the class the difference between the numbers and if it is possible to
round all of the numbers to the tens place and hundreds place. The teacher and the
students round all of the numbers to the tens and hundreds place.
The class will sing the place value song as a class along with the video being played for
the class from youtube ​https://www.youtube.com/watch?v=a4FXl4zb3E4​.
A video presentation will be shown to the class on how to round to 10’s and 100’s places
with this video ​https://www.youtube.com/watch?v=aLhtpGugc9I​.

Transition
Students will be separated into random groups of 4 and be seated at any desks in the
classroom. They will have pencils ready.

Activity 1
The teacher will introduce the game “Dice Fractions” and how to play.
- How to play: Each student group of 4 will have 2 dice. Each student in the group
with roll the dice once and write down the number they get. For example, if a
student rolls the numbers 2 and 3, they can either choose the number 23 or 32.
 Depending on which number they choose, they will round the number to the
nearest 10th and write their answer on their worksheet.
The students will begin rolling their dice and filling out the worksheet. Once a group
finished their ten’s place numbers, they will be given a third dice to work on hundreds
place numbers.

Transition
Once students are finished, they are asked to turn in their worksheets, turn in the dice and
have a seat on the floor in the front.
The teacher will have two large number lines taped on the ground. See below for
example:

0 10 20 30 40 50 60 70 80 90 100
←-----I-------I---------I-----------I---------I-------I--------I---------I-----------I-------->

0 100 200 300 400 500 600 700 800 900 1000
←-----I-------I---------I-----------I---------I-------I--------I---------I--------I-------->

Activity 2
The teacher will explain the second activity which includes the students coming up to the
number line that is taped on the ground and stand where their two digit number they
rolled should be. The students will be holding mini white boards that display their
numbers. After all students graph their two digit numbers they will begin to graph their
three digit numbers.

Closure
The students will sit back on the floor in front of the number lines. The teacher will ask
them to point to the graph that the number they give would best fit on. For example:
“Which graph would the number 15 make most sense on and why?”.

WHAT MATERIALS WILL YOU USE?

3 Dice
Dice Fractions Worksheets
Pencils
Markers
White Board
https://www.youtube.com/watch?v=aLhtpGugc9I
https://www.youtube.com/watch?v=a4FXl4zb3E4
Tape
Number Cards
Screen Projector
HOW WILL YOU ASSESS STUDENT LEARNING?

Informal Assessment - ​Students will be asked in the introductory activity questions to

answer that volunteers can give the answers to. They also will be given informal
assessment throughout Activity 2 as a class by asking the class as a whole to use thumbs
up or down if they think the student graphed themselves correctly on the graph.

Video Quiz - ​The students will be asked to shout out the answers to the video
presentation questions before the answers are shown. The teacher can assess the students
learning by seeing if they are answering the questions correctly or not.

Exit Ticket - ​All students will fill out the exit ticket at the end of the lesson for the teacher
to assess what they have learned and to see their confidence level.

Accommodations/Adaptations/Intervention:

​ nglish Language Learners may be paired together for the group activity.
ELL Students - E
They also may have a conversion chart that shows them numbers in English and in their
native language. This would help them especially with the number line using larger three
digit numbers and being able to correctly line the numbers in order.

IEP Students/Learning disabilities: ​Students with special needs, especially students such
as Bianco who does not do well with direct instruction will benefit from the group work.
They could work with a partner when using the number line and could be given a sheet
that shows numbers in numerical order to help them.

​ ifted students may be given an extra worksheet that challenges them

Gifted Students - G
more on three digit place value systems and may ask them more challenging questions
such as rounding three digit numbers to the 10’s place rather than the 100’s they are
doing in the lesson.