## Ms. Raejean

### Target 1​

###### Lesson Type:

Continuation

Number Operation

:

Integer Composition

Use place-value understandings to round whole numbers to the nearest ten or 100.

###### 1:

Use understanding of how to round two-digit numbers and expand the strategy to three-digit numbers.

###### 2:

Understand that rounding identifies the multiple of 10 or 100 that is closest to the given number.

###### 3:

Understand that the previous place (one place smaller) is the key digit to evaluate to determine whether a number is rounded up or down.

3rd

###### Vocabulary:

Rounding, Digits, Multiples

Activities:

• We reviewed rounding 2-digit numbers to the nearest ten using Google Slides (choose the correct answer) and a Board Game (students picked a number, rounded it to the neares ten, and moved their game piece to the next appropriate multiple on the board). Students referred to a Hundreds Chart as needed to help find the 2 nearest multiples of 10. (Ex. 49 - 2 nearest tens are 40 and 50).
• Next, students applied their understanding of rounding to round 3-digit numbers to the nearest ten. Students rolled 3 die to make a 3-digit number. Students referred to a Hundreds Chart, and at times we hid the number in the hundreds place, to help find the 2 nearest multiples of 10. A "Rounding Mountain" tool was a helpful visual to see which way the ball would roll. (Ex. 356 - 2 nearest multiples of ten are 350 and 360. The ball rolls forward to 360. It doesn't roll back to 350.) As students rounded 3-digit numbers to the nearest ten, they covered up the corresponding multiple of 10 on their sheet. (Ex. For 356, 360 would be covered up. Afterwards, we practiced rounding 3-digit numbers to the nearest ten using Google Slides (choose the correct answer).    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

###### 1:

Use tally marks to collect and track quantitative data.

###### 2:

Looking at a picture where information is chaotic or spread out, count to gather data to answer questions like, how many are there? Are there more ___ or ___? How many more ___ are there than ___?

2nd

###### Vocabulary:

Tally Marks, Quantity

Activities:

• Students continued to count the amount of various items in a given picture. Students used tally marks to keep track of the data. We talked about how difficult it is to keep track and count the items. Our next step is to make a graph to organize the information so it's easier to read/interpret.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 