| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Rounding to the nearest 10 and 100 |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Rounding to the Nearest 10 and 100
Mathematics
Year 3
30 minutes
20
This lesson aligns with the Australian Curriculum for Mathematics, specifically focusing on number operations and place value.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Rounding | 5 | Introduce the concept of rounding numbers using simple examples. Explain why rounding is useful. |
| 2 | Demonstration | 5 | Demonstrate how to round numbers to the nearest 10 and 100 using examples on the whiteboard. |
| 3 | Printable Cards Activity | 10 | Distribute printable rounding cards to students. Instruct them to fill in the rounding rules and examples. |
| 4 | Peer Check | 5 | In pairs, students check each other's cards and discuss their reasoning for rounding choices. |
| 5 | Collection and Random Check | 3 | Collect the printable cards for review. Randomly check a few cards to gauge understanding without presentations. |
| 6 | Conclusion and Recap | 2 | Recap the key points of rounding rules and answers any final questions from students. |
Students will be assigned a worksheet on rounding numbers to the nearest 10 and 100, which will be collected in the next lesson for assessment.
"Good morning, everyone! Today, we're going to learn about a very useful math concept called rounding. Can anyone tell me what they think rounding means?
[Pause for responses.]
"Great thoughts! Rounding is when we change a number to make it simpler, usually to the nearest 10 or 100. Why do you think we do this?
[Pause for responses.]
"Exactly! We round numbers to make calculations easier, especially when we're trying to estimate amounts quickly or when we want to communicate numbers clearly. Let’s get started with understanding how to round various numbers!”
"Now, let’s take a look at how we round numbers to the nearest 10 and 100.
[Draw a number line on the whiteboard.]
"Here's a number line. If I have the number 23, which two numbers is it between?
[Wait for responses.]
"That's right! It’s between 20 and 30. To decide whether to round up or down, we look at the digit in the ones place. If it’s 5 or more, we round up. If it’s less than 5, we round down.
"So, 23 has a 3 in the ones place, which means we round down to 20. Let’s try another example, say 87. It’s between which two tens?
[Wait for responses.]
"Exactly! It’s between 80 and 90. The ones digit is 7, which means we round up to 90.
"Now, what about the number 145? Which hundreds is that between?
[Wait for responses.]
"Right! It’s between 100 and 200. The tens digit is 4, so we round it down to 100. Excellent job! Remember, the key is to check the digit to the right of your rounding target."
"Now it’s time for you to get hands-on with what we’ve learned! I’m going to hand out some printable rounding cards to each of you.
[Distribute the cards.]
"Your task is to fill in the rounding rules we just discussed and provide examples. Make sure you include numbers that round to the nearest 10 and 100. Take your time and be thorough! You have 10 minutes for this activity. Ready? Go!"
"All done? Great work! Now, I want you to turn to the person next to you, check each other’s rounding cards, and discuss the choices you made.
[Facilitate as needed.]
"While you’re working in pairs, think about why you rounded the numbers the way you did and make sure you’re both clear on the rules. You have 5 minutes for this peer check."
"Time’s up! Please pass your rounding cards to the front. I’m going to collect them and take a closer look.
[Collect the cards.]
"I’m going to check a few of these at random to see how we’re doing with rounding. Don't worry, this isn’t a test; it's just to understand where we are as a class. Let’s see not only if you followed the rules but also if you learned from each other.”
"Okay, everyone, let’s gather back together. What did we learn today about rounding? Can someone remind me when we round up and when we round down?
[Pause for responses.]
"Fantastic! We round up when the number in the ones or tens place is 5 or more, and down when it’s less than 5.
"Before we finish up, does anyone have any final questions about rounding?
[Answer any questions that arise.]
"Great job today, everyone! For your homework, you’ll receive a worksheet on rounding to the nearest 10 and 100. Remember to bring it back to our next class for assessment. See you next lesson!"
| Question | Answer |
|---|---|
| What does rounding mean? | |
| Why do we use rounding in calculations? | |
| How do we round the number 23 to the nearest ten? | |
| What is the digit in the ones place of the number 87, and how does it affect rounding? | |
| Which two hundreds is the number 145 between? | |
| What should you check to determine whether to round up or down? | |
| What is the key to rounding to the nearest 10? | |
| Can you give an example of a number that rounds up to the nearest 100? | |
| What is the purpose of the printable rounding cards activity? | |
| How can peer checking help you understand rounding better? | |
| What should you do if you are unsure about a rounding decision while checking your partner's work? | |
| When do we round up, and when do we round down? | |
| What was the main takeaway from today’s lesson on rounding? | |
| What will your homework involve regarding rounding? |