_ITL516 LEARNING MAP - RYAN
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School
National University College *
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Course
516
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
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6
Uploaded by ChiefWaspPerson937
Standard, Goals & Outcomes
Teacher: Carina Valadez Grade/Subject: 3rd/Math
Academic Content Standards
:
STATE YOUR STANDARD(S). CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
Unpack Your Standard
Essential Questions
Skills
Content/
Knowledge
• Does rounding a number change its value
relative to other numbers?
What does it mean to round numbers to the nearest ten?
Why is place value important? Demonstrate how to round whole numbers.
Demonstrate how to round to the nearest 10 using two-digit numbers.
Demonstrate how to round to the nearest 10 using three-digit numbers.
What is place value? (Ones, tens, hundreds).
Students will use what they know about rounding to round two digit and three-digit numbers.
English Language Development (ELD) Standards:
CCSS CA ELD STANDARD PI.3.1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics Assessments:
-The students will be assessed based on the comments and feedback from them during the lesson about the assignment and at the conclusion of the lesson. -As well as a given worksheet that will be checked and corrected.
Student Learning Goal
/Behavioral Objective Students will be able to determine whether to round down or up to the nearest ten using two digit and three-digit numbers.
❖
Barriers to Learning
-Students might experience barriers to learning depending on how much knowledge they may know about rounding numbers. -Students that encounter language barriers, English language learners.
-Students that have IEPs and 504 accommodations.
Common Misunderstandings/Learner Misconceptions: Some students may be able to round to the nearest 10 but may have difficulty rounding
to the nearest hundred, depending of their understanding and ability of rounding numbers.
CLASS ASSETS:
10 students – varying in math skills.
6 boys – Melvin, Angel, Tate, Dwayne, Mario, and James
4 girls – Bianca, Jenny, Fabiola, and Natalie
1 IEP student - Bianca
1 EL student - Fabiola
3 SEL students - Dwayne, Tate, and James
The class strengths are knowing the basics of place value and rounding. Most students
know how to round two-digit numbers. Some students know how to round three-digit numbers. They also know how to use these basic skills for addition and subtraction.
CLASS NEEDS:
10 students – varying in math skills.
6 boys – Melvin, Angel, Tate, Dwayne, Mario, and James
4 girls – Bianca, Jenny, Fabiola, and Natalie
1 IEP student - Bianca
1 EL student - Fabiola
3 SEL students - Dwayne, Tate, and James
The class needs are to master how to the nearest ten using triple digit numbers. Therefore, they need to experience growth in gaining a better understanding of place value with three-digit numbers.
Group Selection Criteria
Rationale: (What criteria did you use to group students i.e. scores, skills, performance)
Students will be grouped based on their ability of how much prior knowledge they have
with the standard. Students will be placed in somewhat homogenous groups so that
their needs can be met. This will allow those students to get the extra support they need
to fill the gaps they have. Those students who are close to mastering the standard will
be able to be taught according to their ability. Those who need extra support will be
given differentiated instruction.
Instructional Groupings (MTSS)
Group Number or Names
Group #1: Names
Melvin
Bianca
Jenny
Angel
Natalie
Next Steps for Instruction
Even though these students performed well on previous assessments they still struggle with some concepts. Some of these students lack confidence and lack social skills. Working in small groups they will be able to build relationships amongst each other and learn from one another. This will also help the teacher gauge student progress and see what areas the students still need to master.
Group #2: Names
Tate
Dwayne
Fabiola
Mario
James
Next Steps for Instruction
These students scored below or emerging on previous assessment, the next step is to provide them with instruction to meet their needs and fill the gaps they need to master instruction. In a small group the teacher will be able to differentiate instruction for these students
according to what abilities and skills they need. DAILY AGENDA: What is the sequence of your lesson?
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1.
Opening: Introduction to lesson
Students will take out math journals and a pencil and place them on their desk. Share the objective with students, then promptly activate prior knowledge by asking students what they know about rounding. Before starting, do a short review of place value, particularly the “place” of a digit in a number. On the board draw a Place Value chart for the following place values ones, tens, and hundreds. Tell students that the place of a digit is important in rounding. Tell them that when rounding to the nearest tens place, the ones place is also important. Remind students about the Rules of rounding.
○
If the digit in the “ones” place is between 0 and 4, round down to the nearest ten. ○
If the digit in the “ones” place is between 5 and 9, round up to the nearest ten. Next, model rounding to the nearest ten.
2.
Explicit Instruction/Teacher modeling Direct students focus on the board. Write examples of numbers on the board. Next, tell the students that they will look for the tens place and determine whether the number will round up or down. Then, tell the students that we want to look at the number being rounded. Which is the number in one’s place. Round the example number and tell students that if the number already ends in zero then it is already rounded to the nearest ten.
3.
Guided Practice Tell the students to use their math notebooks and write some examples. Ask students to write the following numbers in their notebook. 27, 54, 188, and 155. Ask the students to use the strategy I used previously on the board to round the number 27 to the nearest ten. Once done, ask them to round the rest of the given numbers. Allow students a few minutes to work through the problems, as they are working and walk around in case they may have questions. When time is up, ask students who would like to share with the class
the steps involved to round the number to the nearest ten. As the students’ volunteer, work out the steps to each number on the board. After each of the given numbers are rounded, review them with the class. Make sure all students have the solution to each number so they can reference when working in their groups. 4.
Small group time/Independent practice time
Students will be given activities to work with the teacher during small group instruction while the other group works independently on a worksheet that will be used to assess their understanding of the standard.
5.
Closure:
Once small group and independent work time is complete, gather students focus as a whole class. Review student worksheets as a class and have students check their answers for accuracy. After each problem has been checked, ask the class if they have any questions on rounding numbers to the nearest tens. When all questions are answered, ask
students to state one thing they learned. Once students have voiced their answers close
the lesson.
Group 1: Melvin, Bianca, Jenny, Angel, Natalie
Skill: Demonstrate how to round to the nearest 10 using two digit numbers. Demonstrate how to round to the nearest 10 using three-digit numbers.
Activity: Give students a laminated place value chart and a dry erase marker. Give students multiple two digit and three-digit numbers. Remind students that together we will use the strategy they just learned and work on rounding to the nearest tens together. Challenge students with three-digit numbers for enrichment. Allow Bianca to work with base ten manipulatives. Finalize small group time by giving them a few examples for them to work on their own. Group 2: Tate, Dwayne, Fabiola, Mario, James
Skill: Demonstrate how to round to the nearest 10 using two digit numbers.
Activity: Give students a laminated place value chart and a dry erase marker. Give students multiple. Since students still struggle with rounding two digits we will continue to review until they understand the concept. Remind students that together we will use the strategy they just learned and work on rounding to the nearest tens together. Monitor closely and allow students to use manipulatives, such as base ten blocks, to visually see how to determine the nearest ten. Finalize small group time by giving them a few examples for them to work on their own. WHAT MATERIALS WILL I USE? (List technology, handouts, presentation, videos etc)
Math Notebooks
Pencils
Rounding to the Nearest Ten worksheet
Base ten blocks. Laminated place value charts
Dry erase markers
Base ten manipulatives.
HOW WILL I MONITOR/ASSESS STUDENT LEARNING? The students will be assessed based on the comments, questions, and feedback from them
during the lesson, during small groups, and at the conclusion of the lesson.
Check the worksheet for correctness.
Which Standards for Mathematical Practice does your plan address
? SMP. 1. Reason abstractly and quantitatively. SMP, 3. Construct viable arguments and critique the reasoning of others. SMP. 4. Model with mathematics. SMP. 6. Attend to precision. SMP. 8. Look for and express regularity in repeated reasoning.
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