Lesson: Rounding: Real Life Situations

Tara Smith E.l. Haynes Pcs Washington, DC
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Lesson Objective

SWBAT utilize real life situations that require rounding whole numbers to the nearest tens place.

Lesson Plan

Materials Needed: DN Worksheet, white board, dry erase markers, Rounding Center Activity Store Cards (x10), Rounding Center Activity Money Cards (x10), Student Recording Sheet (x10)
Vocabulary: rounding, estimation, actual, rounding off
Do Now (3 -5 min): Teacher hands a DN Worksheet to every student and asks the students to complete the worksheet independently.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then says, “Today, we are going to continue to practice rounding whole numbers to the nearest tens place. We are also going to look at an example of how rounding could be important for you to use in your lives outside of school. By the end of this lesson, you will know how to utilize real life situations that require rounding whole numbers to the nearest tens place.”
Direct Instruction/ Guided Practice (15-20 min): Teacher writes the following two problems on the board:
Example 1: Example 2:
        78 80
45 50
+ 38 + 40
29 30
     _____________ _________________
Teacher says, “If I gave you the choice, would you rather solve example 1 or example 2? [Example 2]. Now, if I told you that you had to solve example 1, I know what you would be thinking, oh no, I do not want to add all of those numbers up! Someone please give me a calculator! But guess what, if you use rounding, you don’t have to add the numbers in example 1, you get to add the numbers in example 2. It is quicker to add or subtract when you round the numbers in the problems. Also, since the numbers are a little easier to work with, you can usually do the math in your head. This is great news if you are in a place where you cannot easily get a piece of paper and a pencil. Can anyone think of a place in the world where you might have trouble finding pencil and paper? {Answers will vary] Awesome, and in those places, rounding becomes a very important skill to know!”
Teacher continues, “Now, in a few minutes you are going to complete a math center in small groups. I am going to go through one problem with you that is similar to the problems that you will see in your math center. To complete the center, you are going to pretend that you are at a store. Some of you will be at the grocery store, some of you will be at a toy store, and some of you will be at a clothing store. Regardless of the type of store you are at, you will all have a certain amount of money, and you will all want to buy a certain amount of items. You will use your rounding skills to decide whether or not you have enough money to buy your items and you will record your answers on your Center Recording Sheet.”
Teacher holds up an example of the Rounding Center Activity Money Card (it is a good idea to have this printed on a different color paper than the Store Cards) and says, “You and your partner will pick up a Money Card in order to know how much money you have. In this case, I have $80 dollars. Next, You will pick up a Store Card.” Teacher holds up an example of the Store Card and reads the card, “In this case, I am going to the grocery store and I am trying to buy bananas for $6, three boxes of cereal for a total of $14, meat for $13, and two cartons of milk for $7. Now, I want to find out if I have enough money to pay for these items by rounding the cost of the items to the nearest tens.” Teacher draws an example of the Center Recording Sheet on the board and fills in the information:
Type of Store: Grocery Store Amount of Money: $80
Cost of Items: Rounded Cost:
$6 $10
$14 $10
$13 $10
$7 $10
Total: $40
Can I afford my items? Yes
Teacher continues, “So if I needed to buy these items and I had $80, I could afford my items. You will now do the exact same process in small groups. Does anyone have any questions?
Independent Practice (10 - 15 min): Each student is put in groups of two. Each group is given one set of Store Cards, one set of Money Cards, and one Recording Sheet. Teacher reviews the Center Instructions before letting the students begin.  Teacher circulates the room, making sure that all students are on task. 
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to ask what they learned about.

Lesson Resources

IND Student Recording Sheet   Classwork
IND Rounding Center Instructions   Exemplar
DN lesson 3 rounding   Starter / Do Now


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