number sense - amazon s3 · place, value, place value, ones, tens, hundreds, thousands, ten...

MathWorkshop

SenseNumber

Created By:

CCSS AlignedLesson Plans

andMath Exploration

Place Value &

Rounding

Grade 3

Copyright The Owl Teacher 2015 2

Years ago I was introduced to the reading workshop model created by Fountas and Pinnell and immediately fell in love with its structure. As I became skilled in teaching through that model, I found myself wondering if it would lend itself well to math too. Over the years, I have researched guided math and math workshop so that I could implement it successfully in my classroom. This product is a result of that.

In this product you will find a pretest to help you determine what skills you need to focus on with fidelity and which skills you can briefly review. Further you will find vocabulary cards that can be used for a word wall, anchor charts, and detailed mini-lessons along with the resources necessary to carry them out. For each lesson I have provided activities for remediation and enrichment so that you can differentiate your lessons and meet the needs of all your students. Finally the unit ends with a test to reevaluate your students’ understanding.

It is at your discretion as to how you work through this unit. You can pick and choose lessons as needed or parts of lessons. You can also decide to teach the remediation or enrichment piece whole class as a regular lesson. These are merely a suggestion of how I would pace in my classroom. Further, it is not necessary to follow the “scripted” portion of my lesson plans, but rather that is there to give you an idea of the workshop language used. You are welcome to modify it to your classroom needs. You will need to partner students up in advance, partner 1 and partner 2. Lastly, you may wish to modify the timing of the workshop or implement centers during independent time. You know your students best and should focus on their needs.

I chose to review many pieces of place value from second grade for my third graders because it’s a foundational piece to understand breaking addition and subtraction up later when using strategies. While not a specific standard, it does state in Common Core that third graders should be able to identify place value up to the ten thousands place. Finally, I do not teach students the round down nor the round up verbiage, as I have learned over the years that this language is confusing to students. Instead I focus on the deeper meaning of rounding. Third grade is the first year that rounding is addressed, and then is continued in fourth grade.

If I hear great feedback that this is very helpful, I will continue to produce more units in the math workshop model. I hope that you enjoy it!

Thank you for your feedback and purchase!

Te a c h e r ’ s Pa g e

Standards Addressed

Copyright The Owl Teacher 2015

3

2.NBT.A.1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100.3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

4.NBT.A.1Recognize 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.NBT.A.2Read 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.A.3Use place value understanding to round multi-digit whole numbers to any place.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.

SOURCE:


Lesson 1What is place

value?

Lesson 2What is the

value of that place?

Lesson 3What is standard form and

how do I say numbers?

Lesson 4How can we represent place value

(Written Form)?

Lesson 5How can we represent place value (Base-Ten

Form)?

Lesson 6How can we represent place value (Expanded

Form)?

Lesson 7How can we compare and order wholenumbers?

Lesson 8Place Value

Review

Lesson 9What is

rounding and why do we

do it?

Lesson 10How do I

round to the nearest ten?

Lesson 1 1How do I

round using the hundred

chart?

Lesson 12How do I

round to the nearest 10 in

large numbers?

Lesson 13How do I

round to the nearest

hundred?

Lesson 14When should

I round in real life?

Lesson 15Rounding Review

U n i t O ve r v i ew

Vocabulary CoveredPlace Value Word FormOnes Standard FormTens Expanded FormHundreds Base Ten FormThousands RoundingTen Thousands Number LineEstimate BenchmarkHundred Chart

Pretest pg. 1 2 Posttest pg. 75

pg. 1 4 pg. 22 pg. 25 pg. 29 pg. 32

pg. 38 pg. 40 pg. 45 pg. 5 1 pg. 54

pg. 56 pg. 60 pg. 65 pg. 70 pg. 73

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The location of the digit.

How much the digit is worth in that particular place.

The value of where a digit is in a number.

8, 6 3 9, 7 2 32 = 2 tens or 20

8, 6 3 9, 7 2 32 = tens place

8, 6 3 9, 7 2 32 = value of 20

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The number in the place to the right of the tens place.

8 7 3three units

The number in the place between the hundreds place and the ones place.

6 9 2nine tens or 90

A line with numbers placed along it.

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6, 4 8 2four hundreds

The number in the place to the left of the hundreds place.

3, 6 8 1three thousand

The number in the place to the left of the thousands place.

6 6, 9 4 7sixty thousand

The number in the place to the left of the tens place.

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A way to break a number up into the value of each digit.

A way to write numbers using the digits 0-9.6 6, 9 4 7

A way to write a number using words.

456 is four hundred fifty six.

936 is 900 + 30 + 6.

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for easier use.

A way to represent a number using base ten blocks.

A way to represent a number using pictures.

is 253

is 253

267 270

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To find something close to the answer.

A standard to measure against.

5 minutesDuring this time you work with

students on fact fluency through a variety of methods.

1 5 minutesThis is where you make a

connection to the previous lesson and briefly introduce your

teaching point for the lesson. It must be kept short; therefore, it

should be explicit.

1 0 minutesThis is where you have the

students briefly try out what you just taught during the mini-lesson. This is your opportunity to verify

who may or may not need additional assistance.

25 minutesThis is where you link what we did

during the mini-lesson to what students will do independently. Then students begin working

independently while you circulate and assist or pull small groups.

5 minutesDuring the last five minutes of workshop, it is crucial to wrap

things up with a closing. This is typically sharing something

learned or completed related to the mini-lesson.

Wa r m U p

M i n i - l e s s o n

A ct i ve E n g a g e m e nt

L i n k a n d I n d e p e n d e nt

P ra ct i c e

C l o s i n g


M at h Wo r k s h o p Ro u t i n e


Place Value and RoundingPretest

Name _____________________________

Place of underlined

digit

Value of underlined

digit

1,306

36,296

17,884

63,964

2,472

Represent 627 in each of the four below:

Standard Form Word Form

Base Ten Form Expanded Form

Compare using <, >, or =.

406 four hundred six

300+20+6.

Round the following numbers to the nearest 10.


55

1 4

149

32

1 25

998

When should you round a number?

_____________________________________________________________________

_____________________________________________________________________


Place Value and RoundingPretest

Name _____________________________

Place of underlined

digit

Value of underlined

digit

1,306

36,296

17,884

63,964

2,472

Represent 627 in each of the four below:




406 four hundred six

300+20+6.



55

1 4

149

32

1 25

998


_____________________________________________________________________

_____________________________________________________________________

You round a number when you do not need the exact number. Typically you

see words such as “about” or “approximately.” It also helps to make

computation easier.

60

1 0

1 50

1 00

0

1 000

=

=

600 + 20 + 7

six hundred twenty seven

627

70tens

ten thousands

thousands

hundreds

ones 6

200

7,000

60,000

KEY

I C a n S t a t e m e n tI can identify the pattern in place value charts. I can identify each place up to ten-thousand.

C C S S2.NBT.1 2.NBT.2 SMP7 3.OA.9 2.NBT.3(Some Review Standards)

V o c a b u l a r yplace, value, place value, ones, tens, hundreds, thousands, ten thousands

W a r m U pAsk students to count by 2’s from 2 to 20. Explain they just stated the multiples of 2. Then ask them to do it again but use the term multiple (please name the multiples of two).

M i n i - l e s s o n Materials: Base Ten Blocks, Chart Paper, Place Value Charts

Boys and girls, do you remember last year when you learned about place value? Well, today, we are going to review those places and I’m going to show you a new place called the ten-thousands place. (Using base ten blocks, demonstrate each. Create the anchor chart provided as you progress through the lesson.) When I hold up a cube it makes one unit. What happens when I place ten cubes together into a row? That’s right, I make ten units called a long. What about if I place ten of these longs together, what do I make? That is right, a flat with the value of a hundred units. Now, boys and girls, if I stack ten more flats on top of one another, do you notice that I make another cube? It is just like the first shape of the ones, but it’s now 1000 times larger! That means it has a value of one thousand. If I was to keep going, stacking ten more of these into a long row, I would form ten thousand. Do you see how the first three shapes begin repeating? Each time it starts over, and forms a cube, it gets a new name, like ones, thousands, even millions! Now, boys and girls, I am going to pass out a very special tool that helps us sometimes when we are learning about place value. (Pass out a place value strip for each student. You can print the color and laminate them or just copy the regular strips. Explain how to use them.)

A c t i v e E n g a g e m e n t Materials: Place Value Charts; Practice Sheet

(Some active engagement was during the mini-lesson). Right now, I’m going to give you a number and I want you to tell me what place the underlined number is in. Use your place value charts to help you if you need to. (Provide students with some practice problems similar to those on their independent sheet. Create additional numbers and examples as needed.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: See AboveI’m very impressed with how well you did with identifying those places. I’m going to give you this practice sheet to work on by yourself to practice identifying the different places. Make sure you use your place value chart if you need it. (Pass out paper.)

I n t e r v e n t i o nPull students who are struggling in a group with you and help them by starting with smaller place values using base ten blocks to help them understand.

E x t e n s i o nHave students identify the value of the underlined number.

C l o s i n g Materials: What comes next? sheetHave students pair up and together complete the “What Comes Next?” half sheet. Collect the sheet if desired or check together.

Lesson 1: What is place value?


UnitsThousands

Place ValueA Triples System

cubelongflatcube

a triplea triple

a triplea triple

the shape

pattern repeats

What Comes Next?

Anchor Chart



one

s

one

s

one

s

tens

tens

tens

hund

red

s

hund

red

s

hund

red

s

tho

usa

nds

tho

usa

nds

tho

usa

nds, , ,

, , ,

ten

tho

usa

nds

ten

tho

usa

nds

ten

tho

usa

nds

hund

red

tho

usa

nds

hund

red

tho

usa

nds

hund

red

tho

usa

nds

millio

ns

millio

ns

millio

ns

Place Value Charts- Color Version


one

s

one

s

one

s

tens

tens

tens

hund

red

s

hund

red

s

hund

red

s

tho

usa

nds

tho

usa

nds

tho

usa

nds, , ,

, , ,

ten

tho

usa

nds

ten

tho

usa

nds

ten

tho

usa

nds

hund

red

tho

usa

nds

hund

red

tho

usa

nds

hund

red

tho

usa

nds

millio

ns

millio

ns

millio

ns

Place Value Charts


Name _____________________________

Look at each gumball. Color the underlined number based on the color for each place found on the key below.

ones place red

tens place orange

hundreds place yellow

thousands place green

ten thousands blue

hundred thousands purple

millions place white

639

2,536,485

3,5 1 0

4, 1 25 1 ,000,332

6,789,454

345,889

23

1 5,874

63,003

453,202

5,555

399

636,778 50,066

8,333,9089,863

Place Value Practice


19

Name _____________________________

Look at each gumball. Color the underlined number based on the color for each place found on the key below.

ones place red

tens place orange

hundreds place yellow

thousands place green

ten thousands blue

hundred thousands purple

millions place white

639

2,536,485

3,5 1 0

4, 1 25 1 ,000,332

6,789,454

345,889

23

1 5,874

63,003

453,202

5,555

399

636,778 50,066

8,333,9089,863

KEY Place Value Practice


What Comes Next?

What Comes Next?

Name ____________________

Name ____________________

We talked about a pattern that occurs in the place value chart. Thinking about that pattern, what would the place with a question mark below be?


Ten Million

One Million

HundredThousand

Ten Thousand

Thousands Hundred Tens One

?

Ten Million

One Million

HundredThousand

Ten Thousand


?

How do you know? Explain.


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________Copyright The Owl Teacher 2015

cube

cube

What Comes Next?

What Comes Next?

Name ____________________

Name ____________________



Ten Million

One Million

HundredThousand

Ten Thousand


Ten Million

One Million

HundredThousand

Ten Thousand


?



_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________Copyright The Owl Teacher 2015

cube

cube

KEY

longflatcubecube longlong flat

The pattern repeats every third place. The ones place is always a

cube, while the tens place is always a long, and the hundreds place is

always a flat. The difference is how many units are in each cube, flat,

and long.

I C a n S t a t e m e n tI can explain the value of each place up to ten-thousand.

C C S S2.NBT.1 2.NBT.2 SMP7 3.OA.9 2.NBT.3(Review Standards)

V o c a b u l a r yplace value, ones, tens, hundreds, thousands, ten thousands

W a r m U pReview with students the term multiple. Ask students to turn to their partner and use it in a sentence.Then have them tell their partner the multiples of two. (Beginning to build fact fluency for multiplication)

M i n i - l e s s o n Materials: Chart Paper, Video Game Yesterday we discussed the different places on our place value chart, starting with the ones place and working up to the ten-thousands place. We also looked at base-ten blocks and talked about how it is a pattern of repeating cubes, longs, and flats. Today, I want to review with you the value of each of those places. When someone asks me what place something is, they are asking the location. If someone asks value, they are asking how much it is worth. For instance, this video game here has a value of about $60. If you were going to find the place that sells video games, it would be the store. if I asked the value of the video game, you would tell me how much it’s worth. Each column is ten times bigger than the one to the right. (Write down these definitions and examples. Then write example numbers down and talk about what each place is worth. You may want to repeat this a few times. Examples: in 452 the 5 has a value of 50.)

A c t i v e E n g a g e m e n t Materials: Chart PaperSo let’s look at some numbers and I’ll give you some examples. (Write some numbers on the chart paper and underline a specific place. Ask students to determine the value of that particular number and write it down on whiteboards, post-it notes, or in their whiteboards. Circulate to verify understanding. Repeat if necessary.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: Poppin’ Values sheetToday, boys and girls, I’m going to have you work independently on the Poppin’ Values practice sheet. When you are finished, you’ll need to turn it in and then I want you to play a game (you choose one of your own) quietly with a partner.

I n t e r v e n t i o nTake five index cards and write a number on each card and a zero on the back of each card. Then gather your students who do not understand. Lay the numbers out creating a large number. Ask for the value of the hundreds place. Have a volunteer turn over all the cards (to the zero side) except the hundreds place and read it to you. That’s the value. Repeat with other places.

E x t e n s i o nHave students explain the difference between place and value, along with examples for both.

C l o s i n gHave students tell their partner how to determine the value of a number.

Lesson 2: What is the value of that place?



Name _____________________________Poppin’ Values

6,584

________

3 1,203

________

9,856

________

96,235

________

303

________

6 1 1

________

848,668

________

3,267

________

9,684,223

________

7,326

________

555

________

1 8,547

________

969

________

1 2,825

________

4,002

________


Name _____________________________Poppin’ Values

6,584

________

3 1,203

________

9,856

________

96,235

________

303

________

6 1 1

________

848,668

________

3,267

________

9,684,223

________

7,326

________

555

________

1 8,547

________

969

________

1 2,825

________

4,002

________

KEY

60 2,000 0

500 30,000 6

90,000 300 1 0

800,000 3,000 9,000,000

6 5 8,000

I C a n Sta te m e n tI can read the numbers to the ten-thousands place.

C C S S2.NBT.1 2.NBT.2 2.NBT.3 (All Review Standards)

Vo c a b u l a r yplace value, ones, tens, hundreds, thousands, ten thousands

Wa r m U p Review the term multiple and then write the multiples of three on the board – 3, 6, 9, 12, 15, 18, 21, 24, 30. Have the students read them to you a few times. Then have them try with their eyes closed to their partner.

M i n i - l e s s o n Materials: Previous Anchor Chart,Representing Anchor Chart

Boys and Girls, we have been talking about numbers all the way to the ten thousands place. Today we are going to practice reading those numbers. If you remember, we talked about how the numbers are grouped in to triples. (Point at the previous anchor chart.) To read a number, we are going to first mark it off in triples from the right. The triples are then read, stopping at the end of each to name the unit (or cube shape) for that triple. If there is a zero in the front leading, we ignore those when the number is read. When we read numbers that are written like this, in number form, it is called standard form. (Point out the definition of standard form. Write on anchor chart – it will be added to over several days. Then write a few numbers and demonstrate how to read them. Additionally explain that we should not use the word “and” when reading a whole number.)

A c t i v e E n g a g e m e n tNow I am going to write a number. I want you to think about how you would say it. Be ready to tell your partner in just a minute. (Write a number on the board using up to the ten-thousands place. Do not include zeros. This will discussed another day.) Alright, number ones, turn to your partner and tell them this number. (Write another number on the board and have students prepare again. This time, number twos will go. While students are discussing the numbers be sure to be listening in for any errors.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: Place Value Sliders Today, boys and girls, I’m going to have you work with a partner using these place value sliders. (Prepare ahead of time, one per partnership or group. Demonstrate how to use the slider.) You are going to take turns creating numbers and practice reading them. Your partner is going to listen carefully to confirm they are being said correctly. Remember we do not use the word “and” at any time when reading numbers.

I n te r v e n t i o nPull students who are struggling with reading numbers into a group with you and help them by starting with smaller place values and working up.

E x te n s i o nHave students write larger numbers beyond the ten-thousands place and practice reading them.

C l o s i n gRandomly select 3 or 4 students to read a number from their place value slider.

Lesson 3: What is standard form?


26

Representing Places



,Four thousand, eight hundred

fifteen.

4000 + 800

+ 10 + 5

4000 + 800 + 10 + 5


Anchor Chart

Place Value Slider Directions

It is strongly recommended that these sliders are cut out, laminated, and then put together ahead of time by a volunteer to save time during the math workshop. How many copies you choose to make is up to you. At most you will need one per pair.

Directions:1.) Make copies based on how many sliders you are creating.2.) Cut out the number sliders. They should stay in one long strip from 0 to 9.3.) Cut out the place value rectangle with all the places together as one long rectangle.4.) Glue the place value rectangle to a piece of cardstock. I recommend creating a small frame around it. 5.) Using a box cutter, cut out the small box inside each place value box. This includes cutting through the cardstock.6.) Cut out another rectangle of cardstock about the same size as the first one. This is the backing.7.) Laminate each individual strip, and the two rectangle boxes.8.) Place the blank rectangle down, then a small slider strip so the number is facing up and through the viewer box of the other rectangle strip. Staple on each side of it, without stapling the slider strip itself.9.) Repeat with the other slider strips so all places have a number showing through the viewer box and is stapled between sliders.10.) Confirm that each slider can move up and down.

Place Value Slider DirectionsCopyright The Owl Teacher 2015 27

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

one

ste

nshu

ndre

dsth

ous

ands

ten-

thou

sand

s

cut

this

sp

ace

out

cut

this

sp

ace

out

cut

this

sp

ace

out

cut

this

sp

ace

out

cut

this

sp

ace

out

Place Value Slider

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28

I C a n Sta te m e n tI can represent numbers in various ways up to the ten thousands place.


Vo c a b u l a r ystandard form, word or written form

Wa r m U pAsk students to turn to their partner and try to state the multiples of three without any help. Then have them tell you as you write it on the board. Have students read them to you twice.

M i n i - l e s s o n Materials: Representing Anchor Chart Last time we talked about how when numbers are put together they are in standard form. Another way that you can represent place value is in written or word form. This is when each number is written out like words – just like we would say it. (Write on anchor chart – it will be added to over several days. Show definition. Then provide examples by taking a standard form number and writing it in written form and vice versa.)

A c t i v e E n g a g e m e n tNow I am going to write a number. I want you to write it down and try to represent it in written form. (As students are trying to write the number out, circulate and notice if any students are struggling. These will be students you will want to target during independent practice.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: 1 die per group, Written Relay Recording sheet.

Today, boys and girls, you are going to work with a partner and practice writing numbers out. You and your group members are going to take turns rolling the die and placing the number in one of your spots. Then after all your spots are filled, you’ll take that number and write it in written form. After each person does it, you’ll swap papers and check the written portion. If its correct, you get a point. Whoever has the smallest number will also get a point. You’ll do this until time is up and add all your points. The winner will have the most points.

I n te r v e n t i o nSome students may struggle with internal zeros. Using base ten blocks demonstrate the difference between numbers such as 203, 23, and 230. Once students understand with three digits, work into four digits.

E x te n s i o nHave students create addition problems using only written form numbers. They can then trade papers and solve them.

C l o s i n gWrite on the board: “Forty-five thousand twenty-two.” Have students write the number on a Post-it note and bring it to you. Those who do not have it correct, collect their Post-it note (add his or her name) for future reference and intervention.

Lesson 4: How can we represent place value?(written or word form)



Directions:1.) Player one rolls the die. Each person chooses a box to place that number in.

2.) Player two rolls the die and again each person chooses an empty box to place that number in.

3.) This continues until all boxes have a number. The goal is to try to create the smallest number possible.

4.) After all players have created a number (all boxes are filled), each player takes the number and writes it in written form on the line of his or her recording sheet.

5.) Players trade papers and check the written form to verify it is correct.

6.) Every player who has the written form correct and matching the standard form earns a point. Check the box.

7.) The player who wrote the smaller number also earns a point. Check the second box.

8.) Repeat plays until time is up.

9.) At the end of time count up all the points on your recording sheet. The person with the most points wins!


Round 1

_______________

_______________

_______________

_______________

_______________

Round 2 Round 3

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

Correctly written Correctly written Correctly written

Smallest Number Smallest Number Smallest Number

Round 1 Round 2 Round 3

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

_______________

Smallest Number

Correctly written Correctly written Correctly written

Smallest NumberSmallest Number




Vo c a b u l a r yBase Ten Form (or picture form based on your preference)

Wa r m U p Materials: Large craft stickHave the students tell you the multiples of three. Write them on the board as they are stating them. Then have students write them on a large craft stick in order for studying.

M i n i - l e s s o n Materials: Representing anchorchart, paper base ten blocks

Last time we talked about how we write numbers in standard form using just numbers. We write them out exactly the way we say it in written/word form. Today we are going to talk about another form called Base-Ten form. When we put numbers in base ten form, we are using pictures of each base ten block that represents the numbers. If I have a number such as 234, I can represent it using these paper base ten blocks. (Add the definition of base ten form on the anchor chart. Demonstrate on your chart how to make 234 out of the paper base ten blocks - Have these cut out ahead of time or draw the base ten blocks. Then give a few more examples. Be sure to provide examples with internal zeroes.)

A c t i v e E n g a g e m e n tNow, I am going to write a number down, and I want you to draw it in your notebook using the base ten block models. (As students are drawing their base ten blocks for the number you gave, circulate and notice if any students are struggling. These will be students you will want to target during independent practice.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: Paper base ten blocks, copy paper or construction paper

Today, everyone, you are going to practice representing numbers using base ten blocks. You are going to first take a piece of paper (construction or copy paper) and fold it in half hotdog style. Then we are going to cut it so we have three flaps that open up… (See example or copy the example. Demonstrate for students and explain. They will then draw three numbers from the brown bag and glue their number on the outside of the foldable. On the inside students will cut out base ten blocks (or draw) to represent the number. You will likely need multiple copies of the paper base ten blocks.)

I n te r v e n t i o nSome students may struggle with internal zeroes. Using base ten blocks demonstrate the difference between numbers such as 203, 23, and 230. Once students understand with three digits, work into four digits.

E x te n s i o nHave students create a base ten model of what 10,000 would look like, or some representation for it.

C l o s i n gCall on two to three students show and explain their foldable.

Lesson 5: How can we represent place value?(base ten form or picture form)



33

Student’s Nam

e ____________________

______

______

______

Base TenBlocks

Copy

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t Th

e O

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each

er 2

015

34


2,125 1,485 1,225 2,635

2,111 2,653 2,451 2,303

1,025 1,003 1,542 1,658

1,363 1,111 1,215 2,245

2,539 2,935 2,395 2,359

2,577 2,077 2,707 2,862

1,325 1,407 1,205 1,552

1,365 1,049 1,307 1,252

Place Value Strips

Cut each strip out ahead of time and fold in half. Then place in a paper brown bag for students to draw out.


542 524 245 425

254 452 632 623

603 321 326 362

306 360 630 214

241 412 421 339

393 933 939 141

411 617 426 408

804 624 716 761

Place Value Strips



15 25 63 32

23 52 51 36

44 47 74 85

13 58 31 67

76 99 89 98

73 37 22 66

18 19 81 91

30 34 43 24

Place Value Strips




Vo c a b u l a r yexpanded form

Wa r m U p Materials: Large craft stickProvide students with a new craft stick to add to their collection. Then write the multiples of 4 (4, 8, 12, 16, 20, 24, 28, 32, 36, 40) on the board and have them copy them on their sticks.

M i n i - l e s s o n Materials: Representing anchorchart, chart paper

Boys and girls, do you remember how a few lessons back we talked about the value of numbers in their places? Well, today, we are going to take the value of each of those numbers and expand them out like this. (Add the definition of expanded form the representing numbers anchor chart. Then write a number and the expanded form of it. Students should copy this down in their notebook. Provide several examples, modeling how to expand numbers out.)

A c t i v e E n g a g e m e n tNow I am going to write a number on the board and I want you to try to write the values of each digit. Then add in plus signs between them to create the expanded form. (Write a number down and have students try it out. Circulate and assist. You may want to create several examples.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: 3-4 dice per group or partner, roll it sheet.

Today boys and girls you are going to practice representing numbers in all the ways we talked about. You are going to get into groups and roll the dice. Then, using those numbers, arrange them to form one large number. Other members in the group will have the same numbers, but their digits will be in a different order. Then you are doing to take that number and create the three other representations. (Demonstrate for students so they understand. Circulate to assist at the beginning to make sure students understand that they are all using the same numbers for each roll.)

I n te r v e n t i o nSome students may really struggle with expanding place value. If that is the case, first verify that they understand the values. Then take strips of paper and write them expanded (such as 500 on one strip, 40 on another strip, and 7 on a third strip.) Then stack them on top of one another displaying the number 547. Use this to help students see the value expanded.

E x te n s i o nGive students a large number in the millions and see if they can expand it. If so, have them create chains with each value on a separate link and hook them all together.

C l o s i n gHave students tell a partner how to expand a number in ten words or less.

Lesson 6: How can we represent place value?(expanded form)


Copy

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each

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39

ro

ll

it

!

Rolle

d N

umbe

rW

ritt

en F

orm

Base

Ten

For

mEx

pand

ed F

orm

I C a n Sta te m e n tI can compare and order numbers up to the ten thousands place.

C C S S2.NBT.1 2.NBT.2 2.NBT.3 2.NBT.4(All Review Standards)

Vo c a b u l a r yno new vocabulary

Wa r m U p Have students chorally tell you the multiples of 4. You may have to write it on the board. Have them repeat it several times, aiming for memorization.

M i n i - l e s s o nBoys and girls, we have been reviewing place value lately because it’s going to come in handy later when we get into addition, subtraction, and even multiplication. Today, I want to review with you how to compare and order numbers. (Explain to students how to look at each place value and compare them. Then explain how this helps us order numbers.)

A c t i v e E n g a g e m e n t Materials: order cardsNow I need six volunteers to come up here and hold a number. Then together we are going to practice what I just taught you by ordering these numbers. (Call up 6 volunteers to order the cards prepared for you in a line. Solicit feedback from the group.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: deck of cards per partners or group.

Today, boys and girls, you are going to practice comparing and ordering numbers by playing a game in partners. You are going to each take turns drawing a card and placing it on your place card mat. You will be trying to make the largest number possible. Once you place a number in a spot, you cannot move it. Keep going until you both have completely built a five digit number. The person with the largest number wins. Any questions?

I n te r v e n t i o nAny students who are struggling with comparing and ordering numbers may need to see them in concrete form using base ten blocks until they can visualize it themselves.

E x te n s i o nStudents who quickly build large numbers can then extend on those numbers by practicing writing them in expanded form and written form.

C l o s i n g Materials: exit ticketHave students complete the comparing half sheet as an exit ticket.

Lesson 7: How can we compare and order whole numbers?



12,5

48

12,4

58

12,8

45

12,8

54

15,5

48

15,5

43

Order Cards

Copy

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t Th

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each

er 2

015

42

Place Va

lue Mat Pl

ace

Va

lue

Mat

tens

oneshundreds hu

ndre

dsth

ousands

thou

sand

sten th

ousand

ten

thou

sand

ten

son

es


Name _____________________________

Name _____________________________

Place Value E it Ticket


Compare each number. Place a <, >, or = in the circle.


1.) 4000+200+10+5 4251

1.) 4000+200+10+5 4251

2.) three hundredforty one.


3.) 33,678 thirty three thousand, six hundredseventy eight


4.) 6,000+30+7

4.) 6,000+30+7


Name _____________________________

Name _____________________________





1.) 4000+200+10+5 4251

1.) 4000+200+10+5 4251





4.) 6,000+30+7

4.) 6,000+30+7

<

KEY

>=

>


C C S S2.NBT.1 2.NBT.2 2.NBT.3 2.NBT.4(All Review Standards)

Vo c a b u l a r yno new vocabulary

Wa r m U p Have students chorally tell you the multiples of 4. You may have to write it on the board. Have them repeat it several times, aiming for memorization. (This is a repeat of yesterday.)

M i n i - l e s s o n Materials: order cardsBoys and girls, today is our last day of reviewing place value before we move into something new. Today, I’m going to give you this booklet and a diamond with a number in it. I want you to glue your diamond in the middle of the booklet so it shows when folded. (Demonstrate so students understand.) You are going to then draw that number in the various different forms just like it states on the cover. On the inside on the back of each part, I want you to write the definition of each type of representation. You can use your notes or our class anchor chart. Then you can decorate it if you would like. After you turn this in, you are going to find a partner and play our place value review game.

A c t i v e E n g a g e m e n t Materials: die cards to cut outTo play the place value review game, you are going to take these sheets and cut out each foldable. Then you are going to tape it together to form individual dice. Then, boys and girls, with your partner you are going to roll these created dice carefully. One die will give you the number, while the other will tell you which way to represent the number. (You may choose to model it with a student first. I would suggest having them cut out ahead of time for your modeling.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: die cards to cut out Are there any questions on what you are going to do today? Alright, let’s get started.

I n te r v e n t i o nCheck to see if there are any students still struggling in the previous areas of place value and work with them.

E x te n s i o nHave students explain why place value is important and why there are many different ways to represent it.

C l o s i n gHave students share their foldable booklets or how their game went.

Lesson 8: Place Value Review



StandardForm

ExpandedForm

WordForm

Yo

ur

Ch

oic

e

Pa

rtn

er

’s

Ch

oic

e

Base TenForm

Base Ten Representational Die


6,068

77,533

4, 1 22

36

9,0

08

4,2

89

1 3, 785

Number Die

48

Copy

righ

t Th

e O

wl T

each

er 2

015


452

542

245

254

425

524

616

661

166

740

704

407


903

302

309

346

390

930

313

810

656

989

926

269

I C a n Sta te m e n tI can identify and use benchmarks to understand rounding.

C C S S3.NBT.1 SMP.5 SMP.7 SMP.8

Vo c a b u l a r yrounding, benchmark

Wa r m U p Have students tell their partner the multiples of three and then the multiples of four. Then switch. (The listening partner should be verifying it’s correct.)

M i n i - l e s s o nBoys and girls, we have been taking a close look at place value lately. It’s important for us to understand place value in order to round numbers. Rounding is when we take a number and turn it into a friendly, easier number. We usually think of numbers that end in a zero as being an easier number. Let’s see. Which number do you think is friendlier, 70 or 73? Right, 70. When we think of friendly numbers, we think of one that ends in zero that is closest to it. For instance, when I think of the number 57, a closer, friendlier number would be 60 not 50 because it is closer to it. The two numbers, such as in this example 50 and 60 are called benchmark numbers. (Give a few more examples, pointing at the two numbers that are benchmark numbers and the actual number. Then discuss which it is closer to of those two benchmark numbers.)

A c t i v e E n g a g e m e n tNow it is your turn to try it. I am going to give you a number and I want you to tell me what the two benchmark numbers are. Then which of those benchmark numbers it is closest to. Are you ready? 67. Go ahead and think about what the benchmark numbers are. (Give students a few minutes to think it through, then have them tell their partner the benchmark numbers (60 & 70), then which they are closest to. You may have to do this a few times. Take note of students that are not understanding.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: Benchmark SheetRight now, I want you to practice identifying the benchmarks and then determine which of those benchmarks are the closest. (Pass out the benchmark practice sheet for students to work on. When they are done, check it together and discuss. if there is extra time, have students practice their multiplication facts or play a place value review game.)

I n te r v e n t i o nHave students write all the numbers around the number given. Express that the benchmark numbers will end in zero. Then work with the students to see that they are moving toward the benchmark that is closer.

E x te n s i o nAsk students to teach you how this relates to place value or introduce students to rounding to the hundreds place.

C l o s i n gAsk students what benchmark numbers are and why they are important.

Lesson 9: What is rounding and why do we do it?



Name ________________________________

Write the benchmark numbers of the basketball in the flags. Then color the flag that the basketball number is closest to.

52 66

74 33

25 49

1 7 88

54 9 1

B e n c h m a r k i n g B a s ket b a l l s



Name ________________________________

Write the benchmark numbers of the basketball in the flags. Then color the flag that the basketball number is closest to.

52 66

74 33

25 49

1 7 88

54 9 1

B e n c h m a r k i n g B a s ket b a l l sKEY

6050 60 70

8070 30 40

20 30 40 50

80

50

2010

60 10090


I C a n Sta te m e n tI can use a number line to round numbers to the nearest ten.

C C S S3.NBT.1 SMP.5 SMP.7 SMP.8

Vo c a b u l a r yrounding, number line

Wa r m U p Have students tell you the multiples of two, then three, and finally four. If it seems they are doing well at memorizing them, move into the fives. Have students create their stick for the multiples of five.

M i n i - l e s s o nLast time, we talked about how we use rounding to make math easier and friendlier for us. We also talked about how the first thing we should do is figure out the benchmarks for our number. Remember benchmarks are the two numbers that end in zero that are on both sides of our number. One tool that mathematicians use is a number line. (Draw a number line on your board or chart paper.) If I had the number 26, I know the benchmarks are 20 and 30. (Add these to your number line and then add a spot for the number 26. Label it.) By looking at my number line, I can see it is closer to 30. A number line is a way to help us visualize what we talked about yesterday. (Explain that some numbers will be exactly in the middle. These numbers automatically move up. You may wish to continue with more examples to demonstrate.)

A c t i v e E n g a g e m e n tNow it is your turn to try it. I want you to draw on your paper a line just like I did. On your number line you are going to name the two benchmark numbers of where the number 73 falls between. Go ahead and draw a number line with the two numbers it falls between and then place 73 where it goes on the number line. (Circulate and verify. When everyone is done, demonstrate that 73 falls between the benchmark numbers of 70 and 80 and that it is closer to 70, so we round it to 70. You may wish to practice with a few more problems.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: Dice, ‘Rounding Tens” Sheet

Right now, I want you to practice rounding numbers. I’m going to have you take a pair of dice and roll them. You will then create a number from those two numbers rolled and record it on your recording sheet. Then you will determine the two benchmark numbers and add them to your sheet. Then after you place the number you rolled on the number line, you will determine what number you will round to and write that in the box. Any questions? Okay, go ahead and get started!

I n te r v e n t i o nHave students place a mark for each number between the two benchmarks and verbally count the amount of numbers between them.

E x te n s i o nRound to the nearest ten with a 3-4 digit number.

C l o s i n gMeet with your partner and look at his or her paper. Determine if your partner’s paper is correct.

Lesson 10: How do I round to the nearest ten?



Number Created From Roll

Number Line

Rounded Number

Name __________________________RollingTens

I C a n Sta te m e n tI can use the hundred chart to round numbers to the nearest hundred.

C C S S3.NBT.1 SMP.5 SMP.7 SMP.83.OA.8

Vo c a b u l a r yrounding, hundred chart (if needed)

Wa r m U p Materials: Large craft stickHave students write the multiples of 6 (6, 1 2, 18, 24, 30, 36, 42,48, 54, 60) on a large craft stick (they should be collecting several now to study on their own. These are their “temporary’ multiplication flash cards. You may want to provide a Ziploc or something to hold them in.)

M i n i - l e s s o n Materials: color pencils, hundred chart

Boys and girls, we have recently talked about using benchmarks and number lines to help us when it comes to rounding. Today, we are going to look at a hundred chart and see if we can identify any patterns in it. Then we are going to see how this chart can help us with rounding numbers. (Display a number chart and review the previous lessons - noticing which numbers are the benchmarks. Then using a color pencil, color in as you talk aloud the number that round to 30 one color, and the numbers that round to 20 another color. Then do it again with another set-such as numbers that round to 40 one color and numbers that round to 30 the other color. You should be displaying a pattern - see example charts.)

A c t i v e E n g a g e m e n tNow, boys and girls, I’d like you to take your color pencils and try it. I want you to color all the numbers that round to 50 one color and all the numbers that round to 40 the other color. (Have students get started and circulate to verify understanding.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: See aboveToday, I am going to have you work with a partner and continue coloring the hundred chart. Then afterwards with your partner, I want you to think about what patterns you notice.

I n te r v e n t i o nPull students who are struggling with the hundred chart to work with you as you guidethem using questions about each number.

E x te n s i o nAsk these students if they think the same applies for beyond the hundred chart - into the thousands and ask how they know.

C l o s i n g Have students share their hundred chart with a new partner and discuss what pattern they think they see.

Lesson 1 1: How do I round using the hundred chart?



Hundred Chart Patterns for RoundingName _________________________________

1.) What patterns do you notice when you color in the rounding numbers?

_________________________________________________________________________

_________________________________________________________________________

2.) What do you think this means?_________________________________________________________________________

_________________________________________________________________________


Hundred Chart Patterns for RoundingName _________________________________KEY- This is the recommended pattern choice


Hundred Chart Patterns for RoundingName _________________________________KEY- This is one pattern choice

I C a n Sta te m e n tI can use a number line to round numbers to the nearest ten.



Wa r m U pHave students read you the multiples of 6. They should try to do it without looking, as fast as they can. You can have students start with the multiples of 2, then 3, and so on.

M i n i - l e s s o nYesterday we explored rounding numbers by placing them on a number line and determining what two numbers it fell between. Then we discussed which of those two numbers it was closest to. But then, I was reading, and noticed that sometimes it is written like this: (write on the board or chart paper) ‘round to the nearest ten,’ when I have a number like 258. What do you think this means? Take a minute and just think to yourself what you think it means. (After a minute, continue. Do not take responses, as you don’t want the wrong ideas heard.) Yesterday, I mentioned that we would be using what we know about place value to help us round numbers. If I think about what I know, I know that the tens place is here. (Underline the five.) That means I am thinking about this number. I’m going to create a number line just like yesterday. (Draw a number line.) I know that 258 falls between 250 and 260. I also know that if I place 258 on my number line, it is definitely closer to 260. When it says round to the nearest ten, I know I’m rounding the tens place. (Repeat with a few more examples using larger numbers.)

A c t i v e E n g a g e m e n tI bet you are ready to try it out. It is just like yesterday. Think about everything you know! I’m going to write a phrase up here (write the statement ‘round the number 481 to the nearest ten’ and then circulate reminding students to draw a number line. Help as needed and take note who you’ll need to pull for remediation.)and I want you to try it on your paper. Be sure to create a number line to assist you.

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: ‘Riding the Rounding Coaster’ Sheet

Today what I want you to do is work by yourself and practice rounding numbers to the nearest ten. I’m going to give you a practice sheet to work on while I move around and help others. If you have any questions, just circle the problem and move on until I can get to you. Let’s get started.

I n te r v e n t i o nReview place value with students who struggle, along with creating more visuals.

E x te n s i o nAsk students to teach you how this relates to place value or introduce students to rounding to the hundreds place.

C l o s i n gRandomly select students to express how to round to the nearest ten.

Lesson 1 2: How do I round to the nearest ten in large numbers?



Name _______________________Riding theRounding

Coaster

Round each number to the nearest ten.

1.) 457

__________

2.) 293

__________

3.) 125

__________

4.) 564

__________

5.) 632

__________

6.) 998

__________

7.) 651

__________

8.) 37

__________

9.) 379

__________

12.) 546

__________

11.) 883

__________

10.) 314

__________


Name _______________________Riding theRounding

Coaster

Round each number to the nearest ten.

1.) 457

__________

2.) 293

__________

3.) 125

__________

4.) 564

__________

5.) 632

__________

6.) 998

__________

7.) 651

__________

8.) 37

__________

9.) 379

__________

12.) 546

__________

11.) 883

__________

10.) 314

__________

KEY

460 300 130

560 630 1000

650 40 380

310 880 550

1 wrong – 92%2 wrong – 83%3 wrong – 75%4 wrong – 67%


63

Name _______________________________

Write what each number is between. Then round it to the nearest ten.

126 347

593 831

375 412

I am between _____ and _____.

I’m closest to _____ so I round

to _____.



to _____.



to _____.



to _____.



to _____.



to _____.


64

Name _______________________________

Write what each number is between. Then round it to the nearest ten.

126 347

593 831

375 412



to _____.



to _____.



to _____.



to _____.



to _____.



to _____.

120 130

130

130

340 350

350

350

XX

X X

590 600

590

590

830

830

830

840

410

410

420

410

370 380

380

380

XX

KEY

I C a n Sta te m e n tI can use a number line to round numbers to the nearest hundred.



Wa r m U pHave students read you the multiples of 6. They should try to do it, without looking, as fast as they can. You can have students start with the multiples of 2, then 3, so on.

M i n i - l e s s o nBoys and girls, we have been working really hard with rounding. I want you to think about what you know about rounding tens and apply it to rounding hundreds. It is very much the same. Just like we did with the tens, we are going to do with the hundreds. We are going to look at the hundreds place and ask ourselves what are the benchmarks? Then we are going to determine which hundred it is closest to and round it to that number. Let me demonstrate. (Create an example on the board and create a number line. Model your thinking using the same thinking as with the tens. Do several examples if needed.)

A c t i v e E n g a g e m e n tNow I just know you’re going to do well with this. Let’s give it a try. I’m going to write a number down and I want you to round it to the nearest hundred. (Circulate and verify students are understanding. Create multiple problems if needed.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: ‘Tic Tac Toe’ Directions and Cards

Today, I am going to have you partner up and play a rounding game to practice rounding numbers to the nearest hundred. Remember to reference your notebooks if you aren’t sure. I’ll be around to help.

I n te r v e n t i o nPull students who are struggling with understanding and have them use the prompt cards (attached) and work on a number line to round to the nearest hundred.

E x te n s i o nHave students try to apply this method to rounding to the nearest thousand or ten thousands.

C l o s i n g Materials: ‘Thinking Questions’ Half SheetProvide each student with the journal question on the half sheet (or write it on the board and have them write on a piece of paper or post it note).

Lesson 13: How do I round to the nearest hundred?



Tic Tac Toe Rounding

Tic Tac Toe Rounding

Directio

ns

1.) Players dete

rmine w

ho w

ill be x and w

ho w

ill be o. A

lso de

cide who

will go

first.

2.) Player 1 picks a num

ber o

n the card to

round to

the neare

st hundred.

Afte

r player 1 has ro

unded the num

ber,

player 2 che

cks the answe

r. If both playe

rs agree, player 1 can place an x

or o

in that spot.

3.) Player 2 re

pe

ats step 2.

4.) The play continue

s until there are

three x’s or o

’s in a row. If the

re is a tie, play anothe

r card.

Directio

ns

1.) Players dete

rmine w

ho w

ill be x and w

ho w

ill be o. A

lso de

cide who

will go

first.

2.) Player 1 picks a num

ber o

n the card to

round to

the neare

st hundred.

Afte

r player 1 has ro

unded the num

ber,

player 2 che

cks the answe

r. If both playe

rs agree, player 1 can place an x

or o

in that spot.

3.) Player 2 re

pe

ats step 2.

4.) The play continue

s until there are

three x’s or o

’s in a row. If the

re is a tie, play anothe

r card.


542

674

986

319

774

911

683

748

135

3

1395

6458

7986

4484

3939

5597

2372

3463

9531

42 1

114

637

396

915

807

241

733

966

592

974

235

619

581

310

831

308

663

444




to _____.



to _____.



to _____.



to _____.



to _____.



to _____.



to _____.



to _____.

Prompt Cards

69Copyright The Owl Teacher 2015

Thinking Questions… Name ____________________

Name ____________________Thinking Questions…

Thinking about how we round numbers to the nearest ten, how do you think we round numbers to the nearest hundred? Be specific when explaining.

Thinking about how we round numbers to the nearest ten, how do you think we round numbers to the nearest hundred? Be specific when explaining.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

I C a n Sta te m e n tI can determine when I should round in a problem.


Vo c a b u l a r yestimate

Wa r m U pContinue practicing the multiples of 6. If your students seem ready, go ahead and start the multiples of 7. (7, 14, 21, 28, 35, 42, 49, 56, 63, 70)

M i n i - l e s s o n We have been talking a lot about rounding. We know why we use it - to help us save time when we are solving computation. We also know that it is an approximation, not an exact number. Today, we are going to discuss how we know when we should use it and when we need to know the exact number. For instance, if I asked you how long you spent on your homework last night, you are not likely to tell me the exact minutes, such as 54 minutes. Instead, you are likely to tell me about an hour. Did you notice I used a key word, about? When we see the words ‘about’ or ‘approximately’ they are asking us for an estimate. (Explain what estimate means and then give a few examples of when we would need an exact number and when we would need an estimate. Model thinking aloud how you would figure it out.)

A c t i v e E n g a g e m e n tNow I am going to give you an example situation in real life and I want you to tell me if we should round and estimate or not. You look in your pocket and see you have some money. Lunch costs $3.50. Do you have enough? Do you need to know the exact number in your pocket or just an estimate? (Give students a few minutes to figure it out. Circulate and assist. Then call on students and ask why they think that. You may want to do a few more examples, including both circumstances where would round and those where you wouldn’t. Feel free to use a few examples from the independent practice sheet.)

L i n k a n d I n d e p e n d e n t P r a c t i c e Materials: ‘To Round or Not To Round’ page, glue, scissors,construction paper

Are there any questions? Good. Today, you are going to read each strip that is on this page, then cut it out and glue it under the proper headings on your construction paper. You will be working with a partner and I want you to use your math language. Also be sure to explain to your partner your reasoning for the answer. (You may wish to model this setting up the sort.)

I n te r v e n t i o nAny student who is struggling will need additional prompting by you to help them determine when to round and when it’s not necessary.

E x te n s i o nHave students write up their own ideas of rounding and not rounding and add it to their sort or justify their answer for each scenario.

C l o s i n gCall on 3 to 4 students to explain what words to watch for and how they know when to estimate and when it’s not necessary.

Lesson 1 4: When should I round in real life?



A carpenter is building a display case measuring to see how long each shelf

should be.

The manager of a beauty salon wants to know about how much is spent each

year on magazines.

A clerk is figuring out how much change to give a customer from a $20.00 bill.

A store manager is arranging six stacks of sales brochures on each foot of

shelf space. About how many brochures can he stack on 19 shelves?

A sales clerk worked 15 hours in one week at $7.25 per hours. She wants to know about how much her paycheck will

be.

A toy store cashier must charge sales tax on each sale. How much tax should

he add to a sale of $48.50?

A bookstore buys pencils from a supplier for $0.12 each and sells them for a quarter. About how much profit will the store make on a case of 1,000

pencils?

Workers at a party store are building a window display that calls for 200

balloons. If a dozen balloons come in one package, how many packages are

needed for the display?

The total cost in a shopping cart exceeds the budget.

Students should predict if the sum of two numbers will be in the hundreds.

Johnny needs to collect 100,000signatures for his petition.

Tiffany needs to balance her checkbook so she knows exactly how much money

is in her bank account.

Matthew needs to buy stamps to mail six invitation cards to friends.

A historian needs to find the approximate population of a town.

To Round or Not To Round

To Round Not To Round

Headings

Scenario Slips

Directions:Cut out the headings and glue them on your construction paper forming two

columns (T-Chart). Then cut out each scenario slip, read it, and glue it under the appropriate heading. Remember you are NOT solving the scenarios.


A carpenter is building a display case measuring to see how long each shelf

should be.

The manager of a beauty salon wants to know about how much is spent each

year on magazines.

A clerk is figuring out how much change to give a customer from a $20.00 bill.

A store manager is arranging six stacks of sales brochures on each foot of

shelf space. About how many brochures can he stack on 19 shelves?

A sales clerk worked 15 hours in one week at $7.25 per hours. She wants to know about how much her paycheck will

be.

A toy store cashier must charge sales tax on each sale. How much tax should

he add to a sale of $48.50?

A bookstore buys pencils from a supplier for $0.12 each and sells them for a quarter. About how much profit will the store make on a case of 1,000

pencils?

Workers at a party store are building a window display that calls for 200

balloons. If a dozen balloons come in one package, how many packages are

needed for the display?

The total cost in a shopping cart exceeds the budget.

Students should predict if the sum of two numbers will be in the hundreds.

Johnny needs to collect 100,000signatures for his petition.

Tiffany needs to balance her checkbook so she knows exactly how much money

is in her bank account.

Matthew needs to buy stamps to mail six invitation cards to friends.

A historian needs to find the approximate population of a town.

To Round or Not To Round

To Round Not To Round

Headings

Scenario Slips

Directions:Cut out the headings and glue them on your construction paper forming two

columns (T-Chart). Then cut out each scenario slip, read it, and glue it under the appropriate heading. Remember you are NOT solving the scenarios.

ROUNDING

ROUNDING

ROUNDING

ROUNDING

ROUNDING

ROUNDING

EXACT

EXACT

EXACT

EXACT

EXACT

EXACT

EXACT

EXACT

EXACTROUNDING

KEY

I C a n Sta te m e n tI can use a number line to round numbers to the nearest tens and hundreds.


Vo c a b u l a r ynone new

Wa r m U pHave students name the multiples of 2, then 3, then 4. Continue this up to the multiples they are working on (seven or so). Create sticks for the 8’s and 9’s if needed.

M i n i - l e s s o n Materials: Rounding Game and SpinnerWe have been learning all about rounding numbers to the tens place and the hundreds place. Today I want to review with you one more time how to round each of those and the different strategies we can use to round numbers. (Provide several examples modeling again for students how to round both tens and hundreds. Remind students they can use a number line or a hundred chart. Then spend a few minutes explaining the game they will play in pairs. It is suggested that these are printed ahead of time and laminated. You can choose which spinner they use or let the students decide.)

A c t i v e E n g a g e m e n t Materials: Rounding Game and SpinnerNow that I have just explained the directions to the game, I want to give you a minute to try it with your partner. Each of you take one turn while I watch. Remember boys and girls, if it’s not your turn, you should still be watching your partner to confirm their answer is correct. (Circulate and verify understanding. This is also a good time to remind students of the expected behaviors when playing the game.)

L i n k a n d I n d e p e n d e n t P r a c t i c eAre there any questions? Alright, it looks like everyone is ready to go. Find a place around the room and work through the entire board. I’ll be around to assist. (If students finish early, you could have them try with the other spinner or work on a practice page.)

I n te r v e n t i o nPull any students that are struggling in any area of rounding before the assessment.

E x te n s i o nHave students create their own game for reviewing rounding.

C l o s i n gHave students write in their journal what rounding is, why we do it, and when we should do it.

Lesson 1 5: Rounding Review



Losea Turn

Choose a spinner. Then cut it out. Use a paper clip and your pencil to spin to determine what action you are taking on your board map.


75

Player 1

Start

Player 2

Start

FinishFinish

1,2536,398

212

6,341

Dire

ctions: D

ecide w

ho will be playe

r one. W

hen it is your turn, spin the spinne

r and m

ove to your next spot. Round the numbe

r in your spot to the neare

st place based o

n your spin. The

n it is the next player’s turn. The first pe

rson to have com

pleted all o

f their boxe

s corre

ctly first is the winne

r.


Place Value and RoundingTest

Name _____________________________

Place of underlined

digit

Value of underlined

digit

2,615

9,633

47,005

88,939

6,043

Represent 24 1 in each of the four below:




382 three thousand eight hundred two.

200+40+3.



22

54

247

45

633

976


_____________________________________________________________________

_____________________________________________________________________


Place Value and RoundingTest

Name _____________________________

Place of underlined

digit

Value of underlined

digit

2,615

9,633

47,005

88,939

6,043

Represent 24 1 in each of the four below:




382 three thousand eight hundred two.

200+40+3.



22

54

247

45

633

976


_____________________________________________________________________

_____________________________________________________________________

0

600

1000

20

50250

You round a number when you do not need the exact number. Typically you see words such as “about” or “approximately.”

<

<

hundreds 0

tens 30

ten thousands

40,000

ones 3

thousands 2,000

200 + 40 + 1

24 1two hundred forty one

KEY

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