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Lesson 8

This lesson plan teaches students how to round decimals to any place value using a vertical number line. The opening activity uses balloons as a visual aid to explain the "balloon rule" for rounding. Students then practice rounding decimals by placing them on a number line and applying the rounding rules. Examples include rounding decimals to the nearest tenth or one. The lesson concludes with independent practice in small groups and an exit ticket to assess understanding. Differentiation is provided through varying student groupings based on skill levels.

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164 views2 pages

Lesson 8

This lesson plan teaches students how to round decimals to any place value using a vertical number line. The opening activity uses balloons as a visual aid to explain the "balloon rule" for rounding. Students then practice rounding decimals by placing them on a number line and applying the rounding rules. Examples include rounding decimals to the nearest tenth or one. The lesson concludes with independent practice in small groups and an exit ticket to assess understanding. Differentiation is provided through varying student groupings based on skill levels.

Uploaded by

api-482832827
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Module 1 Lesson Plan 8

Learning Target CONNECTION TO ACHIEVEMENT

I can round a given decimal to any place value by Students need to understand that all numbers are
using the vertical number line. connected and that rounding refers to the value of
the number.

OPENING/HOOK (10 min.) MATERIALS

How many have you let go of a balloon? (student response)


Well its probably because you let go of how many fingers ( guiding response to 5
fingers).
We are going to use balloons to help us round! Rounding has simple rules that we
can follow using our balloon rule and we will use that for our vertical number lines
as well.

Balloon Rule (let go of 5 fingers the balloon goes up – which means the number
rounds up; let go of 4 fingers or less the balloon stays- which means the number
being rounded stays and it rounds down)

INTRODUCTION OF NEW MATERIAL (15 min.) MATERIALS

Students break down the learning target through class discussion and annotating it Vertical Number
in their notebooks. lines
To help us round we need to ensure that we understand our place values and the
balloon rule!
T: (Write 13 tenths = ____.)
Say the decimal.
S: One and 3 tenths.
Repeat the process for 14 tenths, 24
tenths, 124 tenths, and 524 tenths.
T: Name the number of
tenths. (Write 2.5.)
S: 25 tenths.
Organic whole wheat flour sells in bags weighing 2.915 kilograms. (I DO)
a. How much flour is this when rounded to the nearest tenth? Use a place
value chart and number line to explain your thinking.
b. How much flour is this when rounded to the nearest one?
Extension: What is the difference of the two answers?
Introduce students to a vertical
number line.
GUIDED PRACTICE (15 min.) MATERIALS

Johns Hopkins University School of Education


Lesson Plan Template
Revised July 2018 1
Students work with their table group to solve the following problems

10 Minutes -- Problem 3 (WE DO)


A decimal number has 1 digit to the right of the decimal point. If we round this
number to the nearest whole number, the result is 27. What are the maximum
and minimum possible values of these two numbers? Use a number line to show
your reasoning. Include the midpoint on the number line.
T: (Draw a vertical number line with 3 points.)
T: What do we know about the unknown number?
S: It has a digit in the tenths place but nothing else beyond the tenths place.
 We know that it has been rounded to 27.
T: (Write 27 at the bottom point on the number line and
circle it.) Why did I place 27 as the lesser rounded value?
S: We are looking for the largest number that will round
down to 27. That number will be greater than 27 but less
than the midpoint between 27 and 28.
T: What is the midpoint between 27 and 28?
S: 27.5.
T: (Place 27.5 on the number line.)
T: If we look at numbers that have exactly 1 digit to the right
of the decimal point, what is the greatest one that will
round down to 27?
S: 27.4. If we go to 27.5, that would round up to 28.
Repeat the same process to find the minimum value.
(5 min discussion to develop understanding of rounding)

INDEPENDENT PRACTICE (30 min.) MATERIALS

Students enter to complete a do now and review the answer.


Students separate into small groups to help prep them for the exit ticket (You Do)
Students complete stations.

CLOSING (10 min.) MATERIALS

Whole Class Discussion and Exit Ticket

DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?
Small groupings created after the break
- Fluency
- Place value
- rounding
- problem set
- teacher group

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