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Whole group/30 minutes

Objective: Students will round two-digit numbers to the nearest ten on a number line. All
students will have a visual representation of how to round numbers by using a number line.
Materials: math notebooks, computer, projector screen
Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or
100.
Anticipatory Set:
I will start the lesson by activating students prior knowledge. On the board I will write a few
problems with ten and ask students to tell me what they equal.
For example I will write 9 tens and ask what does 9 tens equal to? Students will think for a few
seconds and give me the answers. Then Ill use 11 tens, 28 tens, 57 tens, and 65 tens.
(This will take about 5 minutes)
Then Students will take out their notebooks and open to a new page and write their names on the
top of the page.
Mini-Lesson:
Students will follow along with me and we will write together in our notebooks. The first
thing we will do is write the number 83. Then we will draw a vertical number line with
tick marks for the endpoints and the halfway point)
I will ask how many tens are there in 83? The answer is 8, so we will write 8 tens =80 on
the lowest tick mark on the number line.
Then I will ask what is 8 tens plus another ten? The answer is 9 tens. 9 tens equals to 90
and we will write the number 9 tens= 90 as the highest point/tick mark on the number
line.
I will ask what number is halfway between 8 tens and 9 tens? The answer is 8 tens and 5
ones which is 85. We will write 85=8 tens and 5 ones on the number as the halfway point.
Then were going to plot 83 on the number line. I will move my finger from 80 and
students will tell me to stop when I get to the number 83. Everyone will plot 83 on the
number line with how many ones and tens it has.
Now I will tell students that we can round 83 to the nearest ten. Looking at your number
line, is 83 more than halfway or less than halfway between 80 and 90?
What can 83 be rounded to? I will let them know about another way to say the answer is
about 80. We use rounding to when we want to estimate and we can use this symbol
I will repeat this process with different numbers. (6, 37)
This process will take about (15 minutes)

Independent Practice/ Assessment:

Students will get a practice worksheet with multiple problems that require rounding to the
nearest ten. Students will be instructed to only do Side A and as a class we will go over the first
example. After students complete the worksheet they we will go over the worksheet together.
(10 minutes)
Closure:
If there is time I will ask students some questions but the worksheet will probably be the last
thing we do.
Why is a number line a good tool to use for rounding?
How does labeling the halfway point help you to round?
How did you round numbers that were the same as the halfway point?
What are some real-world situations where it would be useful to round and estimate?