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How To Round To The Nearest 10

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In third grade, students "use place value understanding to round whole numbers to the nearest 10 or 100" (3.NBT.A.1). The purpose of this task is for students to practice rounding numbers to the nearest ten, utilizing a flow chart. We then connected the flow chart and rules for rounding with location on the number line, and to introduce the idea of rounding to the nearest 100. This task naturally builds towards 3.NBT, 4.NBT Rounding to the Nearest 100 and 1000. Together then we created an anchor chart to utilize when rounding.

Material Type: Learning Task

Addition Fact Strategies- Doubles (Context Problems)

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Students will use unit cubes (or other counters), spinner, dice,  to build understanding of doubles Working with the doubles strategy is imperative for students to understand how to apply other strategies. Included are several tasks and activities that you can use and/or rotate throughg with students as they progress to proficiency using the doubles strategy. As students work with and learn the doubles strategy (especially at the beginning) they should record their results. This can be done using a sums within 20 addition table which can help students to visualize the pattern.

Material Type: Lesson Plan

Author: Samuel Shackleford

Addition Fact Strategies- Additive Identity

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Students will solve contextual word problems and explain why the sum of any number and zero is the nonzero number. Some students have the misconception that since you are adding then the sum must be larger than the start. Using context problems and concrete manipulatives can help students visualize the reationship.***Note: Purposefully choose values for the context problems that are accessible for the student. The focus of the lesson should be on the Additive Identity Property.

Material Type: Lesson Plan

Author: Samuel Shackleford

Modeling Equivalent Fractions

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I use this activity to build understanding with equivalent fractions.Students model equivalent fractions with fraction bar models and number lines.  In both types of models students need to focus on partitioning or ceating equal parts.  They also need to make sure their models are properly labeled.Naming the multiplier or divisor allows students to practice with simplifying or unsimplifying fractions.

Material Type: Lesson Plan

Author: KATIE KRAUSE

Are these fractions equivalent to 1/4?

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I use this help students make sense of equivalent fractions and deepen their understanding.  It gives students an opportunity to work with fractions that are equivlanet to 1/4, but also identify fractions that are not equivalent to 1/4.  This activity will reinforce the concept that when making equivalent fractions the numerator and denominator need to be multiplied by the same number.  It's like multiplying by a whole or one, that's why the fractions are equivalent. 

Material Type: Lesson Plan

Author: KATIE KRAUSE

Memorizing for Conversions

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I use this to help students memorize the information they need to know for making conversions.  Tools and charts are not always available so this will help students focus on the information that they should memorize so they could complete the conversions without using a tool or a chart.I spend time on the memorizing after much instruction and practice with the metric and customary units. So both metric and customary units are included in this memoriztion practice.

Material Type: Lesson Plan

Author: KATIE KRAUSE

Addition Fact Strategies- Doubles (Double Bingo)

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Provided in the content is only one doubles sheet. To play with more than one student at a time, multiple copies will have to be made with different patterns. Some students will still need to have concrete manipulatives available to them so that the can create the double, or you might ask the students to make a picture to should how they doubled (did they make pairs, did they count out the given value and then make a copy).For each player distribute:1 card.20 counters to mark spaces on the cardCaller should have:1 10-faced die1 spinner split into sixths each sixth should have a letter from the word D-O-U-B-L-E in it.Directions:Have the caller read out a letter-number combination. The caller should roll the die and spinner the spinner to identify the letter-number combination.Place a chip on your scorecard if you have that letter and number. Students will find the letter given by the and will have to double the value from the die since every number on a Doubles card should only have numbers that can be created by doubling. Continue playing until someone gets 5 chips in a row on their scorecard. Othe variations include Blackout (fill the whole card), X Marks the Spot (two diagonal lines that intersect in the middle and include the four corners), Perimeter-or Square (fill all of the spaces on the outside edge), etcShout "DOUBLE” if you get 5 squares in a row (or you have completed the variation).Repeat

Material Type: Lesson Plan

Author: Samuel Shackleford

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