Madelayne Perez

Special Education
Math/4th Grade
Aim: How do mathematicians round whole numbers?
Purpose

Students will round to the place value of the underlined digit.

Skill:

Students will be able to round whole numbers.

Students will be able to use place value to know what number to round.

Objective

Students will round a whole number at any place including ones, tens, hundreds,
thousands, ten thousands, hundred thousand.

Learning Targets

I can round multi-digit whole numbers to the nearest place value of the underlined digit.

I can identify the value of a digit.

Standard

CC.4.NBT.3 Use place value understanding to round multi-digit whole numbers to any
place.

CC.4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place

represents ten times what it represents in the place to its right.

Vocabulary
Estimate tells you about how many or about how much. It is close to an exact amount.
Round you can round number to find an estimate.
Students IEP Goals
Saul (Student 1)

Saul will appropriately respond to undesirable grades and

incorrect answers in class.

Kejean (Student 2)

Kejean will improve his math computational skills to a 4th

grade level independently.

Solomon (Student 3)

Solomon will improve his math computational skills.

Jayden (Student 4)

Jayden will increase his socialization skills with his peers

through conversation and will respect the wants and needs
of others.

Pre-Assessment/Set Induction (5mins)

To activate prior knowledge the teacher will review place value. The teacher will engage
students in completing three place value problems on the board using a large place value chart.
The teacher will show a place value chart to make sure students understand the concept of place
value.
Vocabulary (5mins)
The teacher will say, Now lets review the vocabulary words that we will encounter in our math
lesson today. The teacher will ask students if they recognize any of the words. The teacher will
ask if anyone can define any of the words. The teacher will then go over the definition of each
vocabulary word. The students will have a vocabulary baggy with the words and its definition
written on an index card for students to refer to when need it.
Whole Group (15mins)
A student will volunteer in reading the aim. The teacher will reinstate the objective of the lesson
and will go over the learning targets. To begin the lesson the teacher will ask, Please raise your
right hand (kinesthetic approach). The teacher will then ask, What do we know about rounding
whole numbers? After getting the response, the teacher will explain the rules for rounding. The
teacher will point to the steps to round on the board and perform specific movements based on
the steps.

Steps 1 Locate the underline digit to be rounded. 129

Steps 2 Look at the number to the right (neighbor next door) 129

Steps 3 If it is 4 or less you just ignore (keep underline number the same) 4

Steps 4 If it is 5 or more you add one more (to the underline number) 5

Steps 5 All the numbers to the right of the underline number are replaced with zeros
130

Modeling (10mins)
To assess students understanding the teacher will ask questions relating to the mathematical
concepts being learned. The teacher will explain how to round by modeling examples on the
board. The teacher will also have students repeat the rules aloud to engage them in the lesson.
To assess the understanding the teacher will ask the students to explain how they arrived to the
answer given. Students will take turns completing steps with the teacher on the board
Follow Up Activity/Assessment Assignments/ Independent Work (10mins)
Differentiated learning activities are meant to target all of the learners in the classroom.
Emerging learners This group will complete a learning activity that will have 5 problems with
digits up to the thousands place.
On grade level learners This group will complete a learning activity that will have 6 problems
with digits up to the hundred thousands place.
Advanced learners This group will complete a learning activity that will have 2 problems (2
extra) with digits up to the hundred thousands place. Explain your steps.
Differentiation
To differentiate the lesson I incorporated a place value chart for kinesthetic learners and a chart
with the steps of the rules to rounding for my visual learners. The repletion/recap also helps my
emerging learners retain information. The various assessments both formal and informal help
students self-evaluate, as well as help me monitor student progress and understanding.
Individual learning activities based on students skill and performance.
Material and Resources
White board
Dry/Erase Marker
Place Value Chart
Evaluation/Assessments (Exit Ticket) (2mins)
Students will complete a learning activity provided by the teacher.

Name:

_______________________________________

Date: ___________________

Round to the place value of the underlined digit.

1.

2,334 _________________________

2.

8,991 _________________________

3.

4,320 _________________________

4.

1,524 _________________________

5.

7,785 _________________________

Name: _________________________________________ Date: ____________________

Round to the place value of the underlined digit.

1.

385,125 ____________________________

2.128,411 ____________________________
3.794,888 ____________________________
4.223,785 ____________________________
5.897,756 ____________________________
6.523,658 ___________________________

Name: ________________________________________ Date: _______________________

Round to the place value of the underlined digit. Explain your answer.

1.

736,125 _____________

_______________________________________
_______________________________________
_______________________________________
_______________________________________
2.

234,256 _____________

_______________________________________
_______________________________________
_______________________________________
_______________________________________

Try two more.

3.

158,255 _____________

_______________________________________
_______________________________________
_______________________________________
_______________________________________

4.

485,256 ____________

_______________________________________
_______________________________________
_______________________________________
_______________________________________

Name: ______________________________________ Date: _______________________

Exit Ticket
Write two sentences about what you learned. Think about the steps to
round and place value.

1. ______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________