Math 4/5
8:40-9:40am Rounding Whole Numbers #2 Lesson Plan
Room: Zentner
GLEs: Students will:
Develop Number Sense
SLEs: Students will:
Gr. 4:
1. Represent and describe whole numbers to 10 000, pictorially and symbolically.
Gr. 5:
2. Use estimation strategies in problem-solving contexts.
Learning Students will:
Objectives Practice (B) rounding numbers (P) through white board activity (M).
Practice (B) rounding numbers (P) through worksheets (M).
Review (B) rounding number strategies (P) through discussion (M).
Stage 2: Assessment Evidence
Formative Are students rounding the Summative N/A
Assessment numbers correctly using Assessment
white boards?
Are students using rounding
strategies through their
worksheets?
Stage 3: Learning Experience
Prior to Students learned the Resources Google Slides
Lesson: rounding poem and to Bring: Interactive Notebook
practiced rounding teacher copy
through worksheets Interactive Notebook
template pieces
Worksheets
Whiteboards, markers, and
paper towel
Time: Content/Description Notes/Assessments:
Introduction: Rounding Whole Numbers Review
Ask students if they remember the strategies we used to
round whole numbers last class: wait for students to think
about it or answer.
7 mins Re-read the rounding poem to them, and have it open on
the Google Slides: Underline the digit, look next door. If
it’s 5 or greater, add one more. If it’s less than 5 leave it
for sure. Everything after is a zero, not more
Practice as a class rounding a couple numbers together
using the google slides: Round to tens: 4,235. Round to
thousands: 51, 624, Round to Ten thousands: 12, 542.
Keep reinforcing the poem to the students to help us figure
out how to round the numbers.
Body: White board practice
Explain to students what is happening next: I will hand out
white boards and paper towel. After we have handed out
3 mins everything, we are going to round some numbers together.
Ask row number one to grab their markers and come back
Math 4/5
8:40-9:40am Rounding Whole Numbers #2 Lesson Plan
Room: Zentner
to their seat, then the middle row, then the back row.
Hand out the white boards and paper towel to students.
Transition: Hand out materials.
Once everything is handed out, put a number on the board,
and ask students to round it to the tens place: 4, 427
Give students a couple of minutes to try it on their own.
Tell students to put up their hand when they think they
have it and I will come check
Show students to look at the seven, and how that will add a
number to the 2, to make the number 4, 430- everything
after is a zero
20 mins Do another to the tens place: 5, 841
Give them some time to do it, checking those who put their
hands up.
Go through it together as a class – the number in the tens is
the 4, and the number after it is a 1 so we leave it. 5, 840.
Try one with rounding to the hundreds place: 45, 251. Give
students some time again to write it on their whiteboards,
and then show them the correct way.
Again, with another to the hundreds place: 62, 159, give
them time, then show them the correct way to do it: the 2 is
in the hundreds place, and a five is after it, so it changes to
62, 200.
Do this again with a number to the ten thousands place: 18,
643. Give students some time to write the number on their
whiteboards. Remind students to underline the correct
number first to help them, and following the poem as well.
Then give students a tricky one: 1, 989, round to the
hundreds. See how students do, they will probably find
this one a bit tricky
After you give them time, go through it together: the 9 is Ask the question:
rounded up one because of the 8 after it, but because the 9 what makes this
becomes a 10 we actually have to add that one to the first number different than
number as well. So our new number is 2, 000. the other numbers we
Do one more like this: 2, 979 round the hundreds. Give have looked at?
students a minute to try it. Next, do it together. The 9 is
rounded up to a 10, so we add it to the first number. It
becomes 3 000.
Transition: Explain what is going to happen next.
I am going to hand out a new worksheet. As I hand out the
new worksheet, the students’ jobs are to clean off their
whiteboards while Mrs. Prest hands out wipes. They will
27 mins then wipe down their boards. Tell students to leave their
whiteboards on their desk and I can collect them after I
hand out the worksheet.
Explain that the worksheet has an arrow pointing to the
number that it wants you to round.
Tell students that when they finish the worksheet, they put
Math 4/5
8:40-9:40am Rounding Whole Numbers #2 Lesson Plan
Room: Zentner
it in the math hand in bin. They can then work on
yesterday’s worksheet, and any other math that needs to be
finished.
If all math is done, they can draw or read.
Proceed to hand out worksheets, pick up boards and write
the “things to do” on the board.
Closure:
Read the poem one more time to students.
2 mins Tell students that any worksheets that are finished go in the
math hand-in bin, and they can draw or read when they are
done.
Clean up anything that is on their desks and prepare for
next subject.
Stage 4: Reflection
1. Detailed description of the actual lesson as taught: includes students’ response to
instruction and any changes from the lesson plan:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
Math 4/5
8:40-9:40am Rounding Whole Numbers #2 Lesson Plan
Room: Zentner
