Logistics for TLC Team Planning
Name / School / Phone / Home Email
Jeannie Winstead / Prairie
Suzi Buster / Mistletoe
Karen Lawrence / Juniper
Janice Johnson / Prairie
Jody Sherriff

Meeting date/time/location on teaching day: 9/22/08 – 8:00- Prairie

I-5 to Knighton Rd. Go East; turn right on Airport Rd., left on Dersch

1st Lesson / 2nd Lesson
School site / Prairie / Prairie
Teacher’s name / Janice (12) / Jeannie (9)
Time frame / 9:00-10:00 / 10:45-11:45
Time of debrief / 10:00-10:45 / 12:00-2:30
Room for team to meet / Board Room (22)
Materials Needed for Lesson / Who is responsible?
3X5 stickie notes with numbers
Final worksheet / Karen
Suzi

Who is typing the lesson and making copies for the team? Jody

Who is making the student data sheet and making copies? Suzi

Who will invite the principal or other key site/district personnel? Janice & Jeannie

Conceptual Flow

A digit’s position and location in a number corresponds to its value and place.

All numbers have a place on a number line.

·  Knowing what 10’s, 100’s or 1,000’s a number falls between helps to place it on a number line.

A rounded number is an “about” number.

·  The “halfway” helps determine how to round a number.

·  Digits prior to the place value number usually stay the same.

·  A rounded number ends in zero.

·  Before rounding, it must be determined which two numbers the number to be rounded is between.

TLC: Shasta #4

Planning: 9/15/08 Teaching: 9/22/08

Location: Prairie

Teaching Times: 9:00-10:00 (Janice) & 10:45-11:45 (Jeannie)

Lesson Concept: Digits prior to the rounded place usually stay the same.

Standard(s):

Teacher Does Student Does Concept

Engage:
Give each student a number (3-digit; between 300-400). Do not share your number with anyone.
Take your number up to the front of the room and place yourself where you think you belong on the number line.
After everyone is in place, put your number on the whiteboard.
Looking at the numbers, are the numbers in the correct order?
Have students explain which numbers are out of order.
What is the halfway number?
How do you know that is the halfway number?
What is the position of the halfway number? Is it positioned correctly?
Go back to your seat and we will give you another number (between 300 and 400) for you to find its place on the number line again. Remove the post-it notes with numbers off the board.
Make sure the number line has a 300 at the beginning of the number line (and above the line) and a 400 at the end (above the line). Make blatant the halfway point and mark 350. focus students to think about where their number would be placed, between 300 & 350 or 350 & 400.
(Hand out two post-its with the same number on it to each student.) Delete handing 2 numbers to each student. Have a set of numbers on one color post-it. On another color post-it put the same numbers but with a 2 in the front so the same numbers now have 2 in the front making them 2 thousand something.
Have students place their number on the number line. Look at the number line. Does it look like they are in the correct place?
Was it easier this time? What made it easier? If not, what can we do to make it easier? (halfway number) / Line up in front of the room trying to put given number in correct order.
ESR: Most of them are in order; a couple are not in the right place because by not looking at others numbers, it is hard to be in the exact order.
ESR: 350
ESR: It is in the middle of 300 & 400
ESR: it is in the middle
Go to the board and put number on the number line.
ESR: The other numbers gave me an idea of where my number needed to go. / A number line can be used in rounding numbers.
The “halfway number” is helpful in rounding numbers.
Explore:
Get out your whiteboards. Label your number line 300 on the left and 400 on the right. What would the halfway number be? Place and label the halfway number. Place 375 on the line and circle whether it is closer to 300 or 400. Erase your circle.
Make two charts on the board; one labeled “rounded to 300” and one labeled “rounded to 400” and write the numbers under the correct heading After students determine with their whiteboards whether it is rounded to 300 or 400.
Instead of saying “rounded to 300” or “rounded to 400”, say “closer to 300” or “closer to 400”. The idea is that when a number is rounded, you must first determine the two numbers your number is between (depending on the value you are rounding to) and then find the halfway number.
Place 342 on your line and circle whether it is closer to 300 or 400. Continue to fill in the numbers under the appropriate heading.
Continue with some other numbers on the number line.
Where on the number line are the numbers that are rounded to 300 are?
Where are the numbers rounded to 400?
Delete next instruction, instead distribute 2nd post-it with that has the same numbers in the hundreds, but is now 2 thousand and something.
On your 2nd stickie note, add the digit 2 in front of your number. Now you should have two thousand three hundred something..
Repeat the game of finding their number on the number line. (label 2,300 on the left and 2,400 on the right) Below the 300 and 400.
Take your number and put your post-it below the initial number line. Look carefully to be sure your number is placed correctly on the number line.
What do you notice about the numbers below our first number line?
Did putting the two in front of the number change its position?
Place 2342 on your whiteboard number line. Is it closer to 2300 or 2400?
How is rounding 342 and 2342 to the hundreds place similar?
Continue on with other numbers in a similar fashion as was done with the 300 numbers. Record in a chart with headings “Rounded to 2300” and “Rounded to 2400”. / ESR: 350
Write 375 between 350 & 400. Circle 400
Write numbers in appropriate place on whiteboard number line as teacher gives them. Circle either 300 or 400 depending on which one the number is closer to.
ESR: Less than 350
ESR: Bigger/greater than 350
On second stickie, adding a 2 in the thousands place.
Take new number and place in appropriate place on the number line.
ESR: The numbers are in the same place on the line, they just have a 2 in the thousands place.
ESR: No
ESR: 2300
ESR: They both have 300 / The “halfway” helps determine how to round a number.
A digit in the thousands place does not change when rounding a number to the hundreds place.
Explain:
Distribute paper with numbers to be rounded to the nearest hundred.
Explain how the “halfway number” can help in rounding a number. / Digits prior to the rounded place usually stay the same.
Extend:
Champion Game. Paint Chips

Students had difficulty with the rounding when the numbers were in the thousands place. Needed to spend more time working with the larger numbers (in the thousands) rounding to the hundreds place. They wanted to round to the thousands place.

Revised student worksheet is below.

Name ______

Round each number to the nearest hundred.

Number / Comes between / Halfway number / Rounded to
234 / 200 and 300 / 250 / 200
364
123
4,378 / 4,300 and 4,400 / 4,350 / 4,400
3,465
2,231

Explain how the “halfway number” is helpful in rounding numbers.