Teacher Guide - ExploreLearning PD Blog



Florida MAFS-FSA Resource

Purpose: Teachers should utilize the ExploreLearning published Teacher Guide and Student Exploration Sheet to teach the content of this standard. This document is a supplemental resource designed to help support teachers in preparing students for content and various computer-based question mechanisms on the Florida Standards Assessment.

Guidelines: Below are select sample item stems from various sources, such as the Florida Department of Education (DOE). Teachers are encouraged to teach the standard/benchmark as recommended by their school district. Teacher may utilize the “Suggested Lesson Sequence” section in the ExploreLearning Teacher Guide and accompanying Student Exploration Sheet in teaching the content/concept.

In providing practice for MAFS FSA, teachers can use the question stems and facilitate the use of the Gizmo through various modes. Gizmo suggestions have been made for each question stem for whole-class facilitation. Contact your Project Manager or Sales Executive for professional development opportunities, such as classroom modeling.

|FL MAFS Content Standard |MAFS.3.NBT.1.1 Use place value understanding to round whole |

| |numbers to the nearest 10 or 100. |

|ExploreLearning Gizmo |Rounding Whole Numbers (Number Line) |

| |

|[pic] |

|Sample Item Stem |Response Mechanism |Gizmo Suggestions |

|1. What value is 784 rounded to the nearest 100? |Equation Response |Model problem solving using the Gizmo through |

| | |whole classroom instruction. Plot 784 using a dot|

| | |with the number line in “flat” mode. Then select |

| | |“hill.” Use gradual release to model a variety of|

| | |other values. Have students problem solve select |

| | |values, then use the Gizmo to verify answers. |

|2. Match each number with the value of the number rounded|Table Response |Allow students time to place dots onto the number|

|to the nearest 10. | |line (red – 241, green – 246, blue – 254) in |

| | |“flat” mode. Have students hypothesize where they|

| | |think the numbers will end up (240 or 250). |

| | |Encourage students to provide reasoning for their|

|240 | |guesses. Guide students in using the Gizmo in |

|250 | |“hill” mode to determine answers – fill in table.|

| | | |

|241 | | |

| | | |

| | | |

| | | |

|246 | | |

| | | |

| | | |

| | | |

|254 | | |

| | | |

| | | |

| | | |

|3. A.) Round 116 to the nearest hundred. Enter your |Equation Response |Guide students in using the Gizmo to round 116 to|

|answer in the first response box. | |the nearest hundred and nearest ten. Upon |

| | |arriving at the answer, take a Gizmo snapshot of |

|3. B.) Round 116 to the nearest ten. Enter your answer in| |the answers and display for whole class. Use the |

|the second response box. | |snapshots as a visual aid to allow students to |

| | |compare/contrast. |

|3. C.) Describe the strategies that you used to round. | | |

|4. Look at each set of numbers. For which set can all of |Multi-Select Response |Allow students to evaluate the possible answer |

|the numbers be rounded to 400? Select all possible | |options listed by placing the red, green, and |

|answers. | |blue dots on the “flat” number line. Use the |

| | |“round to nearest” selector and the zoom in/out |

| | |feature when necessary. As an extension, have |

| | |students create their own possible answer options|

| | |and use the Gizmo to check their work. Encourage |

| | |students to “snapshot” or sketch their answers in|

| | |providing evidence. |

| | | |

| | | |

| | | |

| | | |

|5. An incomplete table is shown: |Table Response |Allow students time to place 3 dots onto the |

| | |number line for each value in “flat” mode. Use a |

|Original Number: | |wireless mouse or interactive whiteboard when |

|Rounded to Nearest Ten | |available. Guide students in using the Gizmo in |

| | |“hill” mode to determine up to 3 possible values |

| | |for the missing original number – fill in table. |

|100 | | |

| | |As an extension, encourage students to place 2 |

| | |dots that will yield missing original numbers |

|150 | |(example) and 1 dot that will not (non-example). |

| | |Use the Gizmo snapshot feature or sketch the |

| | |resulting number line in “hill” mode. |

|190 | | |

| | | |

| | | |

|Complete the table by filling in the missing original | | |

|numbers with possible values. | | |

|6. Plot points on the number line to represent all values|Graphing Response – |Check for understanding using the Gizmo. |

|that round to 600 when rounded to the nearest hundred and|Drawing/Graphing |Facilitate students problem solving using the |

|550 when rounded to the nearest ten. | |Gizmo during whole class. Assess student |

| | |conceptual understanding through oral/written |

|[pic] | |response. Students can use the Gizmo snapshot |

| | |feature or draw their final responses once they |

| | |have solved using the Gizmo. |

Name: ______________________________________ Date: __________________

Period # ___________

MAFS-FSA Student Task

Rounding Whole Numbers

MAFS.3.NBT.1.1: Use place value understanding to round whole numbers to the

nearest 10 or 100.

Math Tasks (Begin by exploring the Gizmo. Utilize the Gizmo to answer questions below.)

1. What value is 784 rounded to the nearest 100? _________________________________________________

2. Match each number with the value of the number rounded to the nearest 10. Verify your answer in the Gizmo.

| |240 |250 |

|241 | | |

|246 | | |

|254 | | |

3. A.) Round 116 to the nearest hundred. Enter your answer in the first response box.

[pic]

B.) Round 116 to the nearest ten. Enter your answer in the second response box.

[pic]

C.) Describe the strategies that you used to round.

4. Look at each set of numbers. For which set can all of the numbers be rounded to 400? Select all possible answers.

|426, 437, 433 |352, 368, 381 |

|419, 442, 461 |349, 374, 393 |

|384, 401, 454 |360, 405, 417 |

5. An incomplete table is shown. Complete the table by filling in the missing original numbers with possible values.

|Original |Rounded to Nearest Ten |

|Number | |

| |100 |

| |150 |

| |190 |

6. Plot points on the number line to represent all values that round to 600 when rounded to the nearest hundred and 550 when rounded to the nearest ten.

[pic]

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