SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

DETAILS
Danielle Shilling
Mathematics (Round, Add, and Subtract Two and Three Digit
Numbers)
Third Grade
February 19, 2014
Numbers, measures, expressions, equations, and
inequalities can represent mathematical situations and
structures in many equivalent forms.
Numerical quantities and calculations can be estimated
by using numbers that are close to the actual values,
but easier to compute.
The base-ten number system is a way to organize,
represent, and compare numbers using groups of ten
and place value.
The same number sentence can be associated with
different concrete or real world situations.
How is mathematics used to quantify, compare,
represent, and model numbers?
How are relationships represented mathematically?
What does it mean to estimate or analyze numerical
quantities?
What make a tool and/or strategy appropriate for a
given task?
When is it appropriate to estimate versus calculate?
M03.A-T.1.1.1: Round two and three digit whole
numbers to the nearest ten or hundred, respectively.
CC.2.1.3.B.1 Apply place value understanding and
properties of operations to perform multi-digit
arithmetic.

Objectives

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)

In small groups students will be able to round two digit

and three-digit numbers to the nearest ten with 80%
accuracy. (Evaluation, Application)
In small groups students will be able to round threedigit numbers to the nearest hundred with 80%
accuracy. (Evaluation, Application)
Individually students will be able to practice rounding,
addition, and subtraction utilizing the iPad with
specified games 1/1 time with 100% accuracy.
Individually students will be able to solve rounding
problems utilizing the beads and give worksheet 1/1
time with 100% accuracy.
Individually students will be able to create their own
version of the coaster poster 1/1 time with 100%
accuracy.

CK

Formative &
Summative
Assessment
Evidence

iPad games
Beads and worksheet
Creation of coaster poster

ISTE Standards
for Students

Communication and Collaboration

Critical thinking, problem solving, and decision-making.

Framework for
21st Century
Learning
Accommodation
s, Modifications

For ELL students

o Assessments will be translated
Introduce the topic to the student/students about
what rounding, addition, and subtraction mean.
o Ask if the student has any prior knowledge of this
topic and if he/she has feeling emotions towards
math anxiety.
o Stations will be labeled
o Students we will have an app that is in there
language.
The stations will be easily maneuverable for any
student with a wheelchair.
The stations will be labeled in bold letters and music
will signal the change of stations.
For students with ADHD
o Act it out (illustrate)
**Refer to assessments attached with this lesson

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit

CK
Activating Prior Knowledge
o Entrance Cards asking them to write down if they know
how to round.
o Draw a happy or sad face signifying if they enjoy math
or not.
Hook/Lead-In/Anticipatory Set
Big Idea Statement

Instructions

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

o Numbers, measures, expressions, equations, and

inequalities can represent mathematical situations and
structures in many equivalent forms.
Essential Questions Statement
o How is mathematics used to quantify, compare,
represent, and model numbers?
Objective Statement
o Round two digit and three-digit numbers to the nearest
ten.
Transition
o Music signals the change of stations.
o Jumping Jacks before each station begins to keep the
students energy continuous.
Key Vocabulary
o Rounding, addition, subtraction
PreAssessment of Students
o Entrance Cards
Modeling of the Concept
o Rounding Coaster Poster
o We will practice rounding by using this visual in the
beginning of class.
*For ELL student will make a separate poster translated
into his language and labeled in English.
o Stations for each concept
o 1st Station: iPad use for the websites where they
can practice their rounding with appropriate Apps.
o 2nd Station: Rounding worksheets
o 3rd Station: Create their own version of the
Rounding Coaster Poster and decorate it, as they
like.
*Stations will be labeled.
Then after all of the students have finished their
assessments they would complete their exit cards.
Guiding the Practice
Calling on students and walking around to keep them
engaged.
o Asking the students questions such as what
number would you round 4 to?
o Demonstrating rounding on the coaster poster and
observing and asking questions.
Providing the Independent Practice
The students will be creating their own coaster poster.
Transition
Music will play when students rotate stations.
Before they sit down count to 10 while doing jumping
jacks, dance steps, or funny faces.
Adaptations/Accommodations for Students with Special
Needs
There is enough room between stations is wheelchair

accessible.
If a student/students are in a wheelchair, for the jumping
jacks they can use their hands to clap or blink their eyes
ten times.
Evaluation of
Formal Evaluation
the
iPad games
Learning/Master
Rounding worksheets
y of the
Informal Evaluation
Concept
Calling on students to answer questions.
Walking around to stations and question their thought
process
Asking questions about the Coaster Poster.
Closure
Summary & Review of the Learning
Exit Card at the end of the class write down anything
you are still confused on and one thing that you enjoyed
during the class.
Homework/Assignments

Reading
Materials
o http://apptutorapps.com/apps/
Technology
o
Equipment
Supplies
Teacher

Self-reflection