Math Lesson Plan
Title of Lesson: Rounding and Addition with Frederick Douglass
Topic: Rounding to the nearest 10 and addition with numbers up to 1,000
Subject Area(s): Math, Social Studies.
Grade Level: Third
Description or Outcome Statement: Students will learn strategies for adding numbers with three digits. This will include rounding, place value, and mental math. Students will learn the application of rounding and addition to finding the estimated distance in travel from one city to the next. They will apply this to their study in social studies, especially the life of Frederick Douglas and the Underground Railroad.
Specific Lesson Objective: Students will round numbers with three digits to the nearest ten. They will add these numbers together using place value and mental math. The numbers will be obtained from a map outlining the route slaves had to travel from city to city on the Underground Railroad, of which Frederick Douglass was a conductor. Students will be formatively assessed during the lesson as the teacher observes their work. Summative assessment will be made from the problems worksheet, which will be collected and graded by the teacher.
Georgia Performance Standards:
Number and Operations in Base Ten 3.NBT
Use place value understanding and properties of operations to perform multi-digit arithmetic.
MCC3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
MCC3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
SS3H2. The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
Essential Question(s): How can I round numbers to the nearest ten and use addition to find the estimated distance slaves had to travel on the Underground Railroad to gain freedom?
Materials Needed:
· (24) American Heroes: Frederick Douglass by Kevin Cunningham
· (24) Individual-size white boards
· (24) White board markers
· (24) White board erasers
· (24) Estimated Distance of Slave Travel on Underground Railroad worksheets
· (1) IWB
· (1) Flipchart Distance between Cities (Miles)
Technology: Teacher will use IWB during the lesson, sharing the pen with students. Flipchart with distance will be displayed on the IWB.
Procedures:
1. Motivation: (5 minutes) Teacher will direct students to open the book American Heroes: Frederick Douglass, by Kevin Cunningham, to page 18. They will view the painting Underground Railroad by Charles T. Webber which is on the page. Teacher will ask students to study the people in the picture and provide reasons why they look that way (tired, bent over, cold). Teacher will explain that slaves had to travel a long way on the Underground Railroad to gain their freedom. Students will then read page 18 and 19 in the book. Teacher will have the students point out the cities on the map on page 19.
2. Statement of Purpose: Students will combine the study of Frederick Douglass and the Underground Railroad with math, using math to calculate the estimated distance slaves had to travel to from city to city. Students will round mileage between cities to the nearest ten’s place, add the numbers together using place value, and record their answers on a small white board. This will enable the students to apply math to other situations in real life, including the calculation of distance from place to place.
3. Body of the Lesson:
a) Teacher Modeling or Demonstration: (10 min.) Teacher will inform the students that she is planning a trip to see her mother. Her mother lives on St. Simon’s Island, GA. It is 334 miles between Marietta and St. Simon’s Island. She is going to take her mother to see her sister, who lives in Orlando, FL. The mileage between St. Simon’s and Orlando is 225 (teacher write number on the IWB). Teacher asks students how she can calculate about how many miles she will have to travel to get to Orlando. (Students reply with addition, writing it in an algorithm, etc.) Teacher reminds them of the rounding they have been learning in math, and asks the students to think how that could be applied to these numbers. Teacher calls a student to the IWB to demonstrate how to round the first number to the nearest ten’s place. Student correctly rounds 334 to 330 and explains the steps. Teacher calls another student to the IWB to demonstrate rounding of the number 225. Student correctly rounds the number to 230, explaining the steps. Students at their desks write the numbers on their white boards. Teacher asks students to think about a way they can add these numbers together. Students recall adding using place value. Teacher calls another student to the IWB to write the numbers they will be adding together. First, the student adds 200+300=500. Second, the student adds 30+30=60. The student then adds 500 + 30 = 530. Teacher points out that she will have to travel about 530 miles from Marietta to Orlando via St. Simon’s Island to see her mother and sister. Teacher also explains that this travel is for pleasure and is enjoyable. The route the slaves had to travel was very difficult, and had to be done mostly at night. It was long and tiring, and very dangerous.
b) Check for Understanding: (10 min.) Students will be given several other numbers to round to the nearest ten and add together using place value. Students will use their white boards and markers to write the numbers and the steps they use to find an answer. They will turn and discuss their answer with their partner, justifying the steps they used. The teacher will circulate during this time, checking for understanding, good reasoning, and prompting with questions as needed.
c) Guided Practice or Activity: (10 min) Teacher will place the flipchart Distance between Cities (Miles) on the IWB. She will tell the students to look again at page 19 in the book American Heroes: Frederick Douglass by Kevin Cunningham and notice the cities on the chart are the ones listed on the map. Teacher will explain the chart has the number of miles between each city. The students will calculate about how many miles the slaves had to travel to gain their freedom in Canada. The teacher will remind them to use the strategies we have been using in today’s lesson to calculate estimated distances. The teacher will then demonstrate on the IWB with the numbers 562 (distance between Montgomery, AL, and Cincinnati, OH), and 221 (distance between Cincinnati, OH, and Oberlin, OH). Students will work along with teacher and write numbers on their white boards. Teacher will check for correct rounding and addition on each student’s white board, making note of students who are not meeting standards.
d) Independent Practice or Activity: (25 min.) Students will be given the Estimated Distance of Slave Travel on Underground Railroad worksheet. They will be instructed to complete the problems on the worksheet which are just like ones done together in class. They will be completing this worksheet on their own, without help from their partners. (Worksheet attached.)
Assessment: Formative assessment is ongoing during the lesson and is bolded in the plan above. Summative assessment will be taken on the Estimated Distance of Slave Travel on Underground Railroad worksheet, completed during independent practice. There will be five problems, each worth four points. A total of 20 points is possible. The grading scale is as follows:
- 18-20 correct (90-100%) A
- 16-17 correct (80-89%) B
- 14-15 correct (70-79%) C
- 12-13 correct (60-69%) D
- 11 or lower correct (59% and below) E
Accommodations: Students have been placed in seats consisting of groups of six. There are 12 ELL students in the class of 22. Students who are proficient in English have been placed beside ELL students and partnered with them for sharing time. Teacher will read the problems on the worksheet to students who need assistance with reading English. There are no physical accommodations needed in this classroom.
Reteaching: The students who have not met the standard in math will be pulled to a small group during the next lesson. Teacher will use base ten blocks to demonstrate place value and addition. Rounding will be reviewed again, using the picture of a roller coaster with the first 10’s place on the left, the second 10’s place on the right and the middle number (with a five in the one’s place) at the top. The students will practice rounding several numbers with this picture to see which way the number ‘falls’ when rounding. Students will then be given several distance problems to complete. Teacher will assist as necessary.
Estimated Distance of Slave Travel on Underground Railroad
Name:________________________________________ Date:___________________
Directions: Use the chart on the IWB to find the distances between cities listed below. Round each distance to the nearest 10’s place, then add the numbers together using place value.
1. Find the estimated distance the slaves had to travel to gain freedom if they started in Montgomery, AL and stopped in Cincinnati, OH. From Cincinnati, OH, they traveled to Detroit, MI. where they crossed into Canada.
Distance from Montgomery to Cincinnati:________miles. Round to nearest 10: _______
Distance from Cincinnati to Detroit:_____________miles. Round to nearest 10: _______
Add rounded numbers to get estimated distance: (show work)
__________+__________=_________miles
2. Find the estimated distance the slaves had to travel to gain freedom if they started in Raleigh, NC and traveled to Washington, DC. From Washington, DC they traveled to Philadelphia, PA. (They will continue the travel to freedom in the next problem.)
Distance from Raleigh to Washington, DC:________mi. Round to nearest 10:_________
Distance from Washington, DC to Philadelphia:_______mi. Round to nearest10:_______
Add rounded numbers to get estimated distance: (show work)
___________+__________ =__________miles
3. The slaves now started in Philadelphia, PA and traveled to New York, NY. From New York, NY the slave traveled to Rochester, NY, where they crossed into Canada. Find the estimated distance traveled in this trip.
Distance from Philadelphia to New York:_______ Round to nearest 10:_________
Distance from New York to Rochester:_________ Round to nearest 10:_________
Add rounded number to get estimated distance: (show work)
__________+__________=__________miles
4. Find the estimated distance slaves had to travel to gain freedom if they started in Columbia, SC and traveled to Washington, DC. From Washington DC, they traveled to Philadelphia, PA.
Distance from Columbia to Washington, DC:________ Round to nearest 10:________
Distance from Washington, DC to Philadelphia:________ Round to nearest 10:________
Add rounded numbers to get estimated distance: (show work)
___________+__________=__________miles
Bonus: How could these slaves complete their travel from Philadelphia to freedom in Canada? Find the route they could take and estimate the number of miles they still had to travel. Show your work.