LESSON PLAN FORMAT

Sidney Autry autry2dkf@mymail.tcc.fl.edu 1. Grade Level: 3rd 2. Subject: Math 3. Topic: Learn to round whole numbers to the nearest 10 as related to Cookies (theme of unit). 4. Coded Common Core Standards with written Grade Level Expectations: MACC.3.NBT.1.1 Use place value understanding to round whole numbers to nearest 10. 5. Lesson Objective/Learning Goal: Given the Rounding with Cookies worksheet, a third grade student will round the number of chocolate chips in each cookie to the nearest 10s place 15 out of 15 times.

DETAILED PROCEDURES
1. Gain Attention Fill a clear cookie jar with 64 cookies and have the jar sitting on the table in the front of the classroom so the students can see it. Do not answer any questions the students have about the cookies and do not tell them how many cookies are in the jar. Once seated, have the students pull out a sheet of paper and write their names on the sheet. Ask them to guess how many cookies are in the jar and write their number down. Explain to the students that their answers dont have to be the exact number, but close. Tell them whoever guesses the closest to the

exact number of cookies, without going is over the number will get a cookie from the jar. After every student is done, collect the sheets of paper from each student. Read their responses and evaluate which student guessed the closest, without going over the number. Whichever student was the closest, give them a cookie from the jar. Tell the students the exact number of cookies that were in the jar (64). (This should take about 3 minutes) REQUIRED MATERIALS Clear jar full of 64 cookies

2. Check Prior Knowledge: Write the number 89 on the whiteboard. Point to the number 8 and ask a student what place that number is in, tens or ones. If they say it is in the ones place, correct them and say it is in the tens place. Point to the number 9 and ask another student if that number is in the tens or ones place. If they say it is in the tens place, correct them and say it is in the ones place. If the students answer correctly, provide positive words as feedback (good job, right on!, excellent, etc.) Write the numbers 49 and 50 on the whiteboard and ask a different student which number is of lesser value. If the student answers 50, correct them and state that 49 is of lesser value. If the student answers 49 provide positive feedback. Explain to the class that when you asked them to write down their guessed numbers of how many cookies were in the jar, you werent looking for the

exact number, but an estimate, because you were using a process called rounding. Tell the students that they are going to learn how to round to the nearest 10s place of a whole number. (This should take about 5 to 7 minutes) REQUIRED MATERIALS No materials required

3. Present New Information with Examples: a) Teacher Led Activity 1 Place the Rules of Rounding paper on the projector and write the numbers 16, 89, and 54 on the sheet of paper below the list of rules. Read the rules out loud step by step. Explain that go next door means to add one to the first digit and end with 0 and that 0s your name means to keep the first number the same and end with a 0. Draw a box around the number 6 in 16 at the bottom of the page. Ask a student if the 6 is greater or less than the number 5. If the student answers correctly, congratulate them. If the student answers incorrectly, stated that 6 is one number greater than 5. Explain to the class that since the 6 in 16 is one number greater than five, then 1 needs to be added to the number 1 in the tens place. Tell them this is the process of rounding and that since 6 is greater to 5, then 16 gets rounded up to 20. Draw a box around the number 9 in 89 at the bottom of the page. Ask a different student if 9 is greater or less than 5. If the student answers correctly, congratulate them. If they answer incorrectly, state that 9 is 4 more than 5. Explain that since 9 in 89 is greater than 5, then the number gets rounded

up to 90 by adding 1 to the 8 in 89. (A student might comment that the answer will be the same by adding 1 + 89. Congratulate them and say it will always work out that way IF the number in the ones place is a 9.) Draw a box around the number 4 in 54 at the bottom of the page. Ask the class who thinks they can round it by themselves. Pick a student who raises their hand and let them try. If they say the answer is 50, this is correct and congratulate them. If they get it wrong, correct them and show them again. Explain that the 4 in 54 makes the 5 stay the same so the only thing to do is add 0 at the end to round the 54 down to 50. (This should be between 15 to 20 minutes total.) REQUIRED MATERIALS Rules of Rounding paper, projector and pencil.

4. Provide Practice & Feedback a) Student Centered Activity 1 Hand out Rounding with Cookies worksheet to each student. (There are 21 worksheets total; one per student.) Keep one on the projector for you to work out with them when they are finished. (Turn the projector off.) Read the directions aloud so every student can understand them. Ask them if they have any questions. Give them about 10-15 minutes to complete the worksheet. Walk around the classroom to monitor students and provide assistance as needed. (This should be between 10 to 15 minutes total.) REQUIRED MATERIALS Rounding with Cookies worksheet, projector and pencil.

5. Present Summary or Review Once the students have completed the worksheet, turn the projector on and ask various students what their answer was for each problem. Provide positive feedback when they get the answer correct. If their answer is incorrect, correct it with positive criticism. Ask various students to say the rules of rounding out loud. (You are looking for 5 or more, go next door. 5 or less, stay the same and 0s your name.) Have a few students come up to the board and create their own rounding problems. They can test you or their peers to do the rounding. Correct any errors and provide positive feedback. If you are picked to their rounding problems, intentionally give the wrong answer. This will check their knowledge rounding and their feedback skills. Once every student has gone, ask them if they have any questions and answer appropriately. Pass out the rest of the cookies in the jar to the students and enjoy! (This should take about 5-8 minutes.) REQUIRED MATERIALS Jar of cookies!

FORMAL ASSESSMENT
Given the Rounding with Cookies worksheet, a third grade student will round the number of chocolate chips in each cookie to the nearest 10s place 13 out of 15 times.

ESOL ACCOMMODATIONS and TEACHING STRATEGIES

Computers would be available for the ESOL students to use so they could learn the process of rounding in the tens place at their own pace off of various websites. AdaptedMind is a great website that provides instant feedback and helpful hints.

REFERENCES FOR ALL COPYRIGHTED MATERIALS

http://www.cpalms.org/Public/PreviewStandard/Preview/5364 Grade level objectives and teaching strategies I used my third grade sister, Karlie Autry, to teach me the way she was taught to round. Her teacher is Mrs. Groover at Kate Sullivan Elementary. (October 10, 2013) http://www.adaptedmind.com/categorylist.php?tagId=187 http://www.ixl.com/math/grade-3 ESL resources on rounding