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While the students are doing the activity with their partner, I will be walking around listening to conversation and formally assessing them. After the activity is done we will come back together as a class and do examples together on the smart board. I will then have a short exit ticket so that I can assess how the students are doing and look for things I may need to go back over.

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Through out this lesson I will be asking students questions about rounding and having them show me the nearest hundredth on numbers I show them. I will also be formally assessing them while walking around looking at the whiteboard answers. I will also have the students ask me questions on anything that may be confusing to them.

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Throughout this lesson I will be asking students questions about rounding and having them show me the nearest tenth on numbers I show them. I will also be formally assessing them while listening and watching the answers they give during the jeopardy game. I will also have the students ask me questions on anything that may be confusing to them. During the game the students will be able to learn from one another as they will be on teams. This allows for the students to show what they know to myself and their classmates.

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We will be doing a hands on activity in class that goes over place value. I will allow the students to partner up for this as well. If for some reason we were to go virtual or for those students that are absent I will have an interactive game for them to participate in that deals with place value.

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To start the lesson off we will do a quick review of place value and the rules of rounding numbers. We will then move on to rounding two to four-digit numbers to the nearest hundredth. I would like to have a neat engaging video that will get them excited about rounding. I will have slides prepared with questions on them. The students will all have their own whiteboards to show their work on. We will do the first few slides together as a class and then they will have a few problems to do on their own and show their work to me on their whiteboard. The students will also have manipulatives they can use during this time if needed.

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During this lesson I would like to have an interactive game on the board so that all students can participate in it. I will be working on a jeopardy game with questions for the students to answer. We will split up into boy group and girl group. With this lesson I will make sure that every student has to at least attempt one question. The group will be able to work together if the person answering is having a hard time finding the answer.

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The third grade student will be able to round three-digit whole numbers to the nearest tenth with 75% accuracy.

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The third grade student will be able to round two to four-digit whole numbers to the nearest hundredth with 75% accuracy.

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The third grade student will be able to identify tenth and hundredth place value with 75% accuracy.

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B. Pre-Assessment Analysis (need of students)

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B. Pre-Assessment Analysis (need of students)

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After giving the pre-assessment to my students, I found the need to re-introduce place value to the students. Out of the 21 students in the class 9 of them have a good understanding of place value and estimation/rounding. I feel that it is important to re-introduce the topic because place value needs to be understood before knowing how to round. There are 6 of the students that get frustrated with the subject and just start selecting random answers. I will make sure while I am re-introducing the topic, I am formally assessing the students so I know who is on track and whom is not.

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B. Pre-assessment (baseline) List actual data for objectives

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B. Pre-assessment (baseline) List actual data for objectives

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Overall Assessment Scores
- 21 students in the class
6=100%
3=83%
1=67%
6=50%
2=33%
3=17%

The third grade student will be able to round two to four-digit whole numbers to the nearest hundredth
(Questions 1-3)
9= all questions right
1= 1/3 questions wrong
10= 2/3 questions wrong
1= 3/3 questions wrong

The third grade student will be able to round three-digit whole numbers to the nearest tenth
(Questions 4-6)
6= all questions right
10= 1/3 questions wrong
3= 2/3 questions wrong
2= 3/3 questions wrong

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I. Contextual Factors impacting each lesson

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I. Contextual Factors impacting each lesson

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(Connections between contextual factors and pedagogical choices are explained clearly.)
-Lesson 1: There is one student that will have to have the questions read to them.
-Lesson 2: There is one student that will have to have the questions read to them.
-Lesson 3: There is one student that will have to have the questions read to them.

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H. Potential biases affecting instruction or assessment and plans for countering biases

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H. Potential biases affecting instruction or assessment and plans for countering biases

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The only bias that really comes to mind is frustration when students are spacing out and not focus on content being taught. However, I know there are ways that I can keep them focused in on the lessons that we are doing. With my lessons I want to make sure that I am keeping the students engaged. I plan on using things that I learned on the student interest surveys that interest the students.

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G. Probable obstacles for students' for objectives and why?

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G. Probable obstacles for students' for objectives and why?

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Throughout this unit I feel there will be a few challenges along the way. The goals of this unit are the third grade students learning their place values and then using estimation/rounding to show the nearest hundredth for two to four digit numbers. They will also be using estimation/rounding to show the nearest tenth of three digit numbers. There are a few students in the class that struggled during the pre-assessment, so I know that I will have to focus on what place value is for a bit before moving on into the unit. Right now the students are still playing catch up from being out due to covid the end of the last school year. Once I am teaching the unit I will be working with those students one on one that may be struggling.

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After this unit the students will have a better knowledge of place value and rounding to the nearest tenth and hundredth. After this unit I would like to see my students expand their thinking and move on to rounding to higher place values.

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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F. Students' prior knowledge of content/skill for each goal--What will the students need to know or do before they start the unit? (Connect to objectives.)

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The students will need an understanding of place value and estimation before diving into this unit plan. We will be reviewing this together before moving on rounding to the nearest place values.

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E. Previous Learning Goal (Where were the students?) Past

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E. Previous Learning Goal (Where were the students?) Past

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Most students in the class are still at the middle/end of second grade level.

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A. Needs of Students based off of the contextual factors

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A. Needs of Students based off of the contextual factors

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There are a couple students in the classroom that need a little more guidance. There is one student in the class that may need some more challenging material as he is above grade level in some areas. There is one student in the class with an IEP and accommodations are made for her such as, reading passages and questions aloud to her.

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A. Contextual Factors of district, school, and classroom

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A. Contextual Factors of district, school, and classroom

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Based on the contextual factors I will be able to better differentiate my lessons for the math unit. I want to make sure that all of the students learn the best they can.

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Chelsey Lincoln: Contextual Factors and Resource Chart .docx

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Mathematics
3.NBT.A.1 Round two to four-digit whole numbers to the nearest hundred.
(Lesson 2 and some of Lesson 1)

3.NBT.A.1 Round one to three-digit whole numbers to the nearest ten.
(Lesson 3 and some of Lesson 1)

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The third grade student will be able to round two to four-digit whole numbers to the nearest hundredth with 75% accuracy.

The third grade student will be able to round three-digit whole numbers to the nearest tenth with 75% accuracy.