Thursday, July 23, 2015

Lesson Plan: Rounding Whole Numbers & Decimals

This lesson utilizes enVision Math, but ideas can be adapted for other texts.  Many of the hyperlinks will direct you to a place to download the resources used throughout this lesson. (Note: You must have ActivInspire downloaded to view the Promethean Board slides)

Source: 2.2 enVision Math
Subject: Math
Grade: 5th

Integration of Learning Outcomes
  • Students will be able to round whole numbers through millions and decimals through thousandths by attending to precision and looking for and expressing regularity in repeated reasoning.
  • 5.NBT.4: Use place value understanding to round decimals to any place.
  • M05.A-T.1.1.5: Round decimals to any place (limit rounding to ones, tenths, hundredths, or thousandths place).
  • CC.2.1.5.B.1: Apply place value to show an understanding of operations and rounding as they pertain to whole numbers and decimals.
Anticipatory Set

Complete a modified version of the Problem-Based Interactive Learning. The problem will be posted on the Promethean Board. Students will work independently and write their answers on their white board.
o   Numbers: 1,280; 1,213; 1,215; 1,208
o   Problem: For each number tell if the number is closer to 1,200 or 1,300.  Tell how you decided.
o   Reveal the number line after a few moments.  Have students draw a number line on their whiteboards.  Have them record where the numbers should be.
§  Have students come up to the board to plot the points while the others work at their seats.
§  Ask: “Which numbers are closer to 1,200?” (1,208, 1,213)  “Which numbers are closer to 1,300?” (1,280).  Show that 1,250 is right in the middle.
§  Show that this can be determined through subtraction (1,213 – 1,200 = 13; 1,300-1,213 = 87; Therefore, 1,213 is closer to 1,200.)
§  Have students round the numbers to nearest hundred on their whiteboards.


· Define rounding from the Promethean Board: “replaces one number with another number that tells about how many or how much.” Have students copy the definition into their math notebook.

· Complete the notes and practice problems on the Promethean Board presentation. Go over each step and have students write the steps in their math notebooks. Have them fold the page in half to write the notes on the left side and the examples on the right side.

o   Problems:  Round 634 to the nearest hundred. Round 21.37 to the nearest tenth. 
o   Complete the chart below revealing one step at a time for each problem.  Use a place value chart if necessary (also a slide in presentation).

Look at the digit in the rounding place. Underline.
Look at the digit to the right of the rounding place.
-Greater than 5: Add 1 to the rounding digit
-Less than 5: leave the rounding digit alone

3 < 5
Change all the digits to the right of the rounding digit to 0’s

·      Do the “We Will Round You” song (on slides).  Have students make the beat of “We will Rock You” and sing along with the lyrics on the board.  Pull up the YouTube video to make the beat in the background while singing.

·      Break class into stations based on level:
o   Lower Level: Rounding to the nearest dollar
§  Students at this station will work in small groups.
§  Students will receive a stack of cards with prices on them.  Students must round the cards to the nearest dollar (or ones place).  The student who rounds the fastest gets the card.  The student with the most cards at the end wins the round.  Students should also explain the answer.
o   Middle Level: Rounding Task Cards
§  Students at this station will work in pairs.  They will trade card with other pairs.
§  Students will receive a set of cards with a number.  They will also receive a worksheet that contains a grid with spaces for answers.  Students must solve the task on the problem card, and record their answer on the worksheet under the number it belongs.
o   Higher Level: Rounding Roll
§  Students at this station will work in pairs.
§  Students will receive a worksheet and dice.  Students will roll the dice to determine the numbers they are rounding.  Each problem contains a decimal point and asks students to round to a specific place.  Students will record their answers on the worksheet. 

·      If students finish the stations, they may complete the “Situation Strips” worksheet.  They will get a piece of construction paper, fold it in half, and label one side “Round” and the other side “Do Not Round.”  They will cut out the strips and glue them into the appropriate area.

  • The stations that students will go to will depend on their math level. The tasks at each station will differentiate and fit their level of mathematics. 
  • Using the Promethean Board will help visual and 21st century learners. 
  • The stations/games will help keep students engaged. They provide interactive activities that are fun but help them learn. 
  • Students will be able to work with small groups throughout certain parts of the assignment. This will help students build ideas off of each other or learn from each other. 
  • Writing down steps will help students who need to write down information in order to remember.
  • Play the “I have, Who Has” rounding game as a class. Each student will receive a card. They will read it. The person who has the answer to the previous card will read their card. The process will continue until all the cards are finished. 
  • Ask students “what did we learn today?” (Rounding). Have them put their heads down on the desk. Ask them to raise their hands if they feel really good about rounding. Then, ask them to put their hands up if they still aren’t sure yet.
Formative/Summative Assessment
  • The teacher will walk around, observe, and assist students at stations. The teacher will also observe when students are discussing in groups or do seat work.
  • At the end of the unit, students will be tested on their rounding skills.
  • Closure at the end of the plan will give the teacher ideas of which students still aren’t sure about rounding. Students raise their hands based on if they know or still need help with rounding.
 Reflection on Planning

At first, I wasn’t sure where to begin the lesson, so I decided to start with the Problem-Based Interactive Learning.  I thought it would be simple enough that students could do without much instruction.  I eventually guide them through the problem.  I thought it would be a good starting point for the lesson. 

I viewed the enVision 2.2 video, but there wasn’t anything special about it.  I decided that I could present the information in a different way, so I decided to go with an Active Inspire presentation.  I wanted the students to write down the steps so they have it as a reference. My co-op had the Rounding Rap in her notes, so I decided to use it.  When looking for a beat to sing it to, I saw another class use “We Will Round You” so I thought that was a good tune to sing it to.

For guided practice, I found a whole bunch of activities online that I really liked.  I originally had six different stations, but realized that would have been too much.  Some of the stations needed larger groups, so I canned a few of them and moved the “I have, who has” into the closure.  I decided to have students complete an activity that is more at their math level.  It would be challenging enough, but not over-challenging, especially for those lower in math.  I hope that the activity will build confidence for the lower-level students.

Reflection on Instruction

Students really liked the “We Will Round You” song.  They liked it much better than the song that went to the beat of a One Direction song, even though One Direction is popular amongst adolescents this age.

Students go through the centers much quicker than I anticipated.  Some students got to the situation strips; I wasn’t expecting anybody to get that far.  When I looked at the worksheets that some of the groups completed, most of them understood the concepts of rounding.  Pretty much everyone in the higher-level group got their answers correct.  There were some errors in the middle level group.  Some students got multiple problems wrong.  When listening to the lower-level group, most of them were able to round to the nearest dollar.  When they made mistakes, it was because they were rushing and trying to win the game.  They got the hang of rounding to the nearest dollar, for the most part.

I was surprised by the mistakes I saw when students were plotting points on number lines.  This seems like such an elementary thing, but several students struggled plotting points.  The numbers were in the thousands, but students struggled more than I anticipated.  Perhaps I could have put 1,250 in the middle instead of students having to think.  This may be a point that I revisit.  Students were able to see which numbers were closest to 1,200 and 1,300 though through the use of the number lines.

The “I Have, Who Has” didn’t work out as quickly as I would have liked.  Some students didn’t get to read their cards, which means that somebody rounded wrong.  I am going to open the lesson with this activity for the next lesson, since the lesson also involves rounding.  Next time, I need to keep the answer key in front of me and correct those who make mistakes so that it can run smoother and that everyone is involved.

Below are pictures of the centers used from this lesson:

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