|
Rounding
to Nearest 10 or 100: Level
More
Teaching Plans on this topic: Concrete, Abstract
PHASE 4: Maintenance
1. Center Time
Purpose: to provide students periodic opportunities to maintain mastery of a skill previously learned and mastered.
Materials:
Teacher -
(Same as those listed under both student practice activities in Instructional Phase 3 – Facilitate Acquisition to Mastery – Student Practice)
Students -
(Same as those listed under both student practice activities in Instructional Phase 3 – Facilitate Acquisition to Mastery – Student Practice)
Description:
During “Center Time” devote one or more centers to the activities described in Instructional Phase 3 – Facilitate Acquisition to Mastery – Student Practice)
2. Problem of the Day
Purpose: to provide students periodic opportunities to maintain mastery of a skill previously learned and mastered.
Materials:
Teacher -
- Visual platform to display drawings depicting rounding a given number to the nearest ten or hundred (e.g. chalkboard/dry-erase board, overhead projector)
- One or more drawings of rounding a number to the nearest ten or hundred
Students -
- Pencil and paper for writing
Description:
Students respond to the “Problem of the Day” when they first arrive or at the beginning of math time.
Display drawings that represent rounding a number to the nearest ten or hundred. A variety of prompts or questions could be written that students respond to:
What ten/hundred should the number be rounded to?
Why?
How many to reach the higher ten/hundred?
How many to reach the lesser ten/hundred?
Students can respond in writing or they can respond orally to the teacher on an individual basis (if writing is a difficult process for them). The teacher can take a minute or two after students have had the opportunity to respond to discuss the “Problem” and elicit student ideas and provide corrective feedback and modeling.
[ back to top ]
|
