Understanding by Design (UbD) Lesson Plan Template

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Classroom tea*her (CT): Janessa Gorgonio
-rade (K#!.)/De0elopmental le0el: Third Grade
Date lesson )ill be ta'ght: Tuesday, March 4, 2014
Lesson topi*: Rounding to the nearest hundred and tens
Lesson s'b1e*t area: Math
2tage ! # Desired 3es'lts
-oals/Big +deas
4hat are the big pi*t're *on*epts5 *on*ept'al an*hors5 and *onne*tions6
The goal of this lesson is to have students understand how to round numbers to
the nearest hundred and to the nearest ten. Students will use the rule: Five or
more, let it soar; four or less, let it rest when rounding numbers. Students will
connect rounding with real world applications.
7ssential 8'estions
4hat 9'estions highlight the big ideas6
Why do we round?
When do we use rounding in real life?
Common Core 2tate 2tandards (CC22)
CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole
numbers to the nearest 10 or 100.
Copied from: http://www.corestandards.org/Math/Content/3/NBT
2(ill :*9'isition (Ob1e*ti0es)
The st'dent )ill be able to;;;
Round numbers to the nearest hundreds and tens
Take a number and find its expanded form, its rounded (to the nearest ten) form,
word form, and using that problem in a word problem with place value drawings
2tage . # :ssessment 70iden*e
Per,orman*e Tas(s
4hat tas(s )ill st'dents be able to do to demonstrate 'nderstanding6
Place Value Poster: Students will have to create a poster that will have a selected
number and its expanded form, word form, rounded form, and a word problem
using that number with place value drawings.
Other 70iden*e
4hat other things *an st'dents do to sho) )hat they (no)6
Rounding Scoot!: A game adapted from TpT* that will have students rounding
numbers to the nearest ten and the nearest hundred.
White Board Practice: Students will work in pairs and will have three dice and a
whiteboard/pen. One student will roll the dice, the other student will put the
numbers that they rolled in the correct place value place and then they will either
round to the nearest hundred or nearest ten.
Direct instruction that leads to discussion with students.
2el,#:ssessments
4hat )ays *an st'dents *he*( 'nderstandings to set ,'t're goals6
Students will have homework which is to finish their poster because they will not
have enough time to finish it. Behind the poster, the students will circle how they
feel about place value and rounding. This will show students where they think they
are.
2tage % # Learning Plan
Learning :*ti0ities
4hat )ill the st'dents do d'ring the lesson so that they a*hie0e the stated goals6
<o) )ill yo' g'ide the st'dents6
4hat reso'r*es are needed6 (These sho'ld be identi,ied as part o, the learning a*ti0ities5 b't sho'ld
be listed and ,'rther des*ribed in the se*tion belo);)
<o) )ill yo' meet the needs o, learners at 0ario's stages o, de0elopment d'ring this lesson6 (<o)
)ill yo' di,,erentiate instr'*tion6)
Students will have a review part of the lesson, where the students will review their
homework.
After checking homework, students will have another review with teacher by
direct instruction.
Instructor will remind students that they had been rounding to the nearest
hundred; how do you round this number (378) to the nearest hundred?
Instructor makes sure to use the place value to figure out what youre
rounding. When youre rounding to the nearest hundred, you look at the
tens place.
Then the instructor will ask students, now round this same number to the
nearest ten.
Instructor will remind students of the Five or more, let it soar; four or less,
let it rest. Instructor makes sure to use the place value to figure out what
youre rounding. When rounding to the nearest ten, you look at the ones
place.
Students will be prompted to practice rounding to the nearest ten with a
whiteboard. The instructor will give students a number and the students will have to
write down the rounded number to the nearest ten. As time goes on, the instructor
will add more that the students will have to complete (i.e. Rounded number and the
expanded form).
Students will work with a partner and the dice and whiteboard. They will work
with their partner for about 10 minutes.
Instructor will transition students to the Rounding Scoot activity. Instructor will
give directions to the game
After all the students had done their rounds, they will go back to their desks and
see if they have the same answers as their group mates.
Instructor will transition students back to their desks and the students will get the
directions of their homework.
If there is enough time, students will start their homework.
Differentiation: The lesson will be differentiated because there is no limit to what the
students can do for their assessment (poster). Students will work in groups, so they
are able to ask and answer questions. Students that need a challenge can work on
their poster and create a word problem that requires higher level thinking. The
students that need a challenge could also answer their word problem. Also,
instructor should be monitoring whole class and walking around with students so
that the instructor can see which students need to be pulled in a small group to work
together.
3eso'r*es 'sed in planning/tea*hing the lesson
*Teachers Pay Teachers: http://www.teacherspayteachers.com/Product/Rounding-
SCOOT-task-cardsreview-game-269188
2tage = # 3e,le*tion
3e,le*tion on lesson de0elopment
<o) did *reating this lesson plan help yo' gro) as a tea*her6
By creating this lesson, I was able to assess my own content knowledge on
rounding numbers. Also, I had learned a new way to incorporate sayings and
rhymes that can help students remember how to round. I grew as a teacher
because by creating this lesson, I am creating situations in my head on what can
occur in the lesson.
+, yo' ta'ght the lesson
4hy )as this lesson e,,e*ti0e6
4hat )o'ld yo' *hange in the ,'t're5 and )hy6
+, yo' did not tea*h the lesson
4hat are the strengths o, this lesson plan6
4hat modi,i*ations might be needed6
The strengths of this lesson plan is that the students will be engaged. This lesson is
a developmental lesson plan, where students are just getting the right amount of
practice for rounding. The students will be challenging what they remember with
place value as well as rounding and will connect those ideas in the assessment.
The modifications that might be needed is the time. It is not guaranteed that the
students will finish everything on time.