Document 6524853

3.5A -­‐ Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations. 3.5B -­‐ Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems. Suggested Activities/Lessons: •
Human Number Line •
Approximate Numbers and Rounding •
Blank Number Line Math Curriculum Web Site: • Digit Delight (2nd Nine Weeks) • Human Number Line (2nd Nine Weeks) • Estimation Fun (2nd Nine Weeks) Skills Tutor 1. Click on Standards on home page. 2. Click on Select Standards. 3. Scroll down to TEKS 3rd Grade Math. 4. Click Done. 5. Select SkillsTutor Content or TEKS 3rd Grade Math. 6. Search for rounding. 7. Click bolded items to locate activities on rounding. Lesson Plan
What do you want your students to know, do and understand as a result of this
lesson? Essential Questions, Understandings and TEKS:
Essential Questions:
What are some patterns you notice in our number system?
Understandings:
Patterns can be used to compose and decompose numbers.
TEKS:
3.5 Number, operation, and quantitative reasoning. The student estimates to
determine reasonable results
(A) round whole numbers to the nearest ten or hundred to approximate results in
problem situations.
Lesson Title: Human Number Line
Learning objective: The students will create a human number line to round
numbers.
Evidence:
see below
Pre-assessment:
Give the following problem to the students:
Frank and his father were leaving for Houston on a camping trip. They had to
travel about 900 miles to the campground. On Sunday they had traveled 282 miles
before stopping to rest. By Monday they had traveled another 187 miles. If they
travel 214 miles on Tuesday, about how many miles will they need to travel on
Wednesday to reach the campground? Use your rubric.
Procedure:
Play “Digit Delight” if place value review is needed.
An additional resource to review place value is a video clip.
http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/3_Place_Value/i
ndex.html
Pass out the red decade number cards to students. Give remaining students black
numbers.
“I need the person with zero and one hundred to come up and start the two
ends of our number line. We are going to place all the red numbers first.”
“Everyone with a red number please stand up.”
“What would be in the middle between zero and one hundred?”
That person come stand half way between the zero and one hundred.
Call one person to come place themselves where they THINK they belong on the
human number line. (Do not call the numbers up in order)
“Let’s say the red numbers that are now on our number line.”
0, 10, 20, 30, 40, 50 , 60, 70, 80, 90, 100
Now ask one black number one at a time to come and place themselves where they
belong on the human number line.
“Now, we are going to learn how to round these numbers. Rounding numbers is
changing a number to the nearest 10 or 100 number that it is closest to. We
are going to place the black numbers (round the black numbers) to the closest
10.”
In order for all students to have a chance to SEE the black numbers move to the
closest red number you will need to take ½ of the human number line to the
opposite side of the room.
“#50 through 100 please stay in line and follow me as we move to the other
side of the room so you can see the first part of the number line.”
“Number 19, what two red numbers are you between?”
…..10 and 20
“Are you closer to 10 or closer to 20?”
…..20
“That’s right 19 is closer to 20 so I want you to sit down in front of #20.”
(descriptive feedback)
“Number 22, what two red numbers are you between?”
……20 and 30
“Are you closer to 20 or 30?”
…..20
“That’s right 22 is closer to 20 so I want you to sit down in front of #20.”
Continue on with the remaining black numbers on this side of the room, then work
with the numbers 50-100 on the other side of the room.
Collect the red numbers.
“People who had red numbers give me your number and please return to your
seat.”
“Black numbers, please give your black number to a person that is sitting
down. If there are no more people sitting down without a number then give
your black number to someone that is standing.”
Pass the red numbers out to people who were previously black numbers and do not
have a new number.
“Everyone return to your seat.”
“Zero and one hundred come up and make the two end of our human number
line.”
“What number is half way between zero and one hundred?”
….50
“Number 50 come stand in the middle of our human number line.”
……continue like the first time. (This allows the students who had the red numbers
first the opportunity to answer the questions, “What decade numbers are you in
between? Which number are you closer to?)”
ELL Considerations:
Preproduction Stage: Where is the number ___?
Show me the number it is close to.
Early Production Stage: Is 19 close to 10? (no)
Is 19 close to 20? (yes)
Speech Emergence Stage: Why is 19 closer to 20?
Considerations for differentiation:
Students play game “Rolling Round Up” in pairs. Teacher circulates around room
and views the numbers the students have written in each column to check for
understanding.
Materials (technology, manipulatives, etc):
• Digit Delight gameboard
• Number cards for digit delight
• Red decade numbers
• Black numbers that are 2 digit non-decade
• Rolling Round Up Game
• 2 dice for each group of 2 students
• White boards for Evidence of Learning part.
Reflection:
CARDS FOR LESSON ON ROUNDING If color printer is not available, you may use die cuts or put numbers on red paper. 10 20 30 40 50 60 70 80 90 100 0 19 22 28 33 44 47 55 51 63 68 73 77 82 88 94 98 89 72 41 13 11 53 Digit Delight Materials: Directions: Gameboard Two game markers of different colors Cards (two sets numbered 0-­‐9 and two “wild” cards) Two players To start, players place markers anywhere on the board. Cards are shuffled and placed in a face-­‐down stack. In turns, each player picks a card. Players may move one space in any direction but must move to a number that has the digit shown on the card. Players receive as many points as the value of the digit in his/her Number. (Example: 7 received 7 points in 457…..7 received 70 points in 379 or 700 points in 708) If a player cannot move to a number with digit on card drawn, then turn is lost. If players draw a “wild card” move, can be to ANY number. (But can only move one space) and any digit in the number may be used for the player’s Score. Play continues until all cards are used. Player with the highest score wins. 130 713 542 985 425 249 476 316 308 867 960 547 609 176 713 542 958 542 590 476 248 790 613 591 329 839 671 258 824 179 645 825 325 801 718 956 417 832 470 879 102 910 130 238 832 630 407 315 340 CARDS FOR DIGIT DELIGHT 0 1 2 3 4 5 6 7 8 9 WILD CARD Rolling Round Up *Review rounding *Materials: 2 dice, 2 game boards, pencil *Played in pairs lst player rolls the dice and arrange the digits to form a number. Then the player rounds the number to the nearest ten and record on his/her game board in appropriate column. (Write the number that was rolled in the rounded column. Play continues until one player reaches the goal line for any column. Goal line 0 10 20 30 40 50 60 70 Assessment
Objective 1 – TEKS 3.5A
Name _______________
Date _____________
1. Put the numbers in the box in the correct place on
the number line.
42
40
44
48
54
50
56
52
60
2. Beside each number, write the number it would round
to.
42
____
48
____
54
____
56
____
Approximate Nambers and Rounding
In our number system, some numbers are "nice" or easy to think about and work
with. What makes a nice number is sort of fuzzy. However, numbers such as 100, 500,
and 750 are easier to use than 94, 517, and 762. Multiples of 100 are very nice, and
multiples of 10 are not bad either. Multiples of 25 (50, 75, 425, 675, etc.) are nice
because they combine into 100s and 50s rather easily, and we can mentally place those
between multiples of 100s. Multiples of 5 are a little easier to work with than other
numbers.
Flexible thought w i t h numbers and many estimation skills are related to the ability to substitute a nice number for one that is not so nice. The substitution may be to
make a mental computation easier, to compare i t to a familiar reference, or simply to
store the number i n memory more easily.
In the past, students were taught rules for rounding numbers to the nearest 10 or
nearest 100. Unfortunately, the emphasis was placed on applying the rule correctly. (If
the next digit is 5 or more, round up; otherwise, leave the number alone.) A context to
suggest why they may want to round numbers was usually a lesser consideration.
To round a number simply means to substitute a nice number that is close so that
some computation can be done more easily. The close number can be any nice number
and need not be a multiple of 10 or 100, as has been traditional. It should be whatever
makes the computation or estimation easier or simplifies numbers sufficiently i n a
story, chart, or conversation. You might say, "Last night it took me 57 minutes to do
my homework" or "Last night it took me about one hour to do my homework." The
first expression is more precise;, the second substitutes a rounded number for better
communication.
A number line with nice numbers highlighted can be
useful i n helping children select near nice numbers. A n
unlabeled number Une like the one shown i n Figure 2.6
can be made using three strips of poster board taped end to
end. Labels are written above the line on the chalkboard.
The ends can be labeled 0 and 100, 100 and 200, . . . , 900
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and 1000. The other markings then show multiples of 25,
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A blank number line can be labeled in different ways to
help students with near and nice numbers.
10, and 5. Indicate a number above the line that you want
to round. Discuss the marks (nice numbers) that are close.
• Numbers Beyond 1000
•
• Extending students' conceptual understanding of numbers beyond 1000 is sometimes difficult to do because physical models for thousands are not commonly available. Encouraging students to extend the patterns i n the place-value system and to
create familiar real-world referents helps students develop a fuller sense of these larger
numbers.
Extending ttie Place- Value System
Two important ideas typically developed for three-digit numbers should be carefully extended to larger numbers. First, the grouping of ten idea should be generalized.
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