A learning map chart filled out as a teacher plans a subsequent lesson for her students to help them practice rounding.

1. Running Head: Learning Map 1
Learning Map
Megan Waldeck
National University

2. Running Head: Learning Map 2
STAGE 1: PLANNING
YOUR TARGET: Standard, Goals & Outcomes
Teacher: Miss Waldeck Grade/Subject: 3rd Grade/Math
TARGET: Unpack Your Standard
Part 1: My Standards, Goals and Outcomes
Academic Standards: CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
Actions: Use, round Nouns: Place value (understanding), whole numbers,
nearest 10 or 100.
Big Questions:
● What do we know
about place value?
○ Where is
the ones,
tens, and
hundreds
place?
● What does it mean
to round?
● Why do we round?
● How do we know
which 10 or 100 a
number is closest
to?
Knowledge:
● Students will need
to understand how
to identify which
tens or hundreds
the number is
closest to.
(rounding)
● Students will need
to be able to model
their understanding
by plotting
numbers on a
number line.
“5 or more, raise the score.
4 or less, let it rest.”
Skills:
● Students will be
able to identify the
two tens or
hundreds that a
number falls
between.
● Students will
demonstrate
how/when to round
up and when to
round down, when
asked to round to
1.) the nearest 10
and 2.) the nearest
100.
● Students will be
able to justify their
answers verbally.
● Students will be
able to justify their
answers through
plotting numbers
on a number line
(representational)

3. Running Head: Learning Map 3
Student Learning Goal:
All students will be able to round numbers to the nearest tens and hundreds places and
will be able to demonstrate their knowledge verbally and representationally by creating
their own number charts or using other representatives.
Student Social-emotional Goal:
Students will practice their cooperative learning strategies and demonstrate proper
social skills as they work to master the aforementioned math concepts. Students will
show patience, use active listening skills, and contribute to the class and small
group/peer discussions by offering up their own ideas, help, and productive
criticism/critiques.
Barriers to learning:
● Insufficient prior knowledge
● Misconceptions
● Varied content language proficiency
● Level of English literacy
● Attention span
● Mathematical disabilities
● Attitude toward math
● Other behavioral issues
● Absences
● Home life problems
Common Misconceptions:
● Rounding down means the digit in the tens places would decrease by one
(Gojak, 2016, p. 67).
● “Rounding to the nearest ten” always means the next tens place. Essentially
believing that “rounding,” means going up only.
● When a 3 digit (hundreds) number is given to you that means you always round

4. Running Head: Learning Map 4
to the nearest hundred. Meaning when students see the number 162, they round
up to 200 even if asked to round to the tens place.
Part 2: My Class
My Classroom Composite:
10 students: 6 male, 4 female
This class has a broad range of interests and mindsets about learning math. There are two
ELL students, Fabiola and Mario, and only one student with an IEP, Bianca. Bianca is on
the Autism spectrum and her IEP is focused only on social skills. She does receive some
additional support, but stays in the general education class for most of the day. Besides
Bianca there is really only one other student that has some significant difficulty
managing themselves, and his name is Tate. Half of the students seem to have the needed
base knowledge for the current math standard we are working on,
CCSS.MATH.CONTENT.3.NBT.A.1, while the other half still needs some additional
instruction and practice in A.1 before being ready to tackle
CCSS.MATH.CONTENT.3.NBT.A.2.
(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT),
Multiple Means of
Representation
(Modeling &
Practice)
How will the content be presented/shared in multiple ways to
highlight critical features, represent different formats, media
types and cultural diversity? How will you monitor and assess
understanding of representation?
***Firstly I will note here that the lesson I created is made under
the assumption that students have already been introduced to
“rounding” and this content standard. I do not know this for
certain, but I am going off of the worksheet provided to the
students (in which I made my assessments), and how much some
students already seemed to know. Therefore this is a “subsequent
lesson” being made.
Content will be represented in the following ways:
After the initial warm-up students will watch a short rap video to
remind them of what we had learned about rounding the previous
day. This engaging song will provide students who are both
auditory and visual learners an additional way to grasp the critical
components of learning how to round to the nearest 10 and 100.
*checking for understanding by looking at faces.
After this students will work with me in a class discussion about
what we learned the previous day, from the warm-up and from the
video. This will be a chance for students to share their ideas about

5. Running Head: Learning Map 5
what strategies or steps they might use to help them round. I would
then share and model some of my own favorite additional
strategies that students might use to help them remember how to
round. I would be sure to write and keep them on the whiteboard
for the entirety of the lesson. *checking for understanding by
looking at faces, questions asked, and answers given.
The additional strategies I just modeled will also be provided to my
students in the form of a handout. The handout will have pictures
and models and will be given to students for them to keep and look
back at when they need a reminder.
The rest of the lesson will include peer work in the form of Math
Talk where students will use whatever materials (physical,
representational, digital) to solve rounding questions together,
which will then be followed with a closing “classroom discourse”
where each pair will share their steps and strategies to solving the
rounding questions. The last two pieces will be discussed on the
next sections, but in short the entire math lesson will conclude with
a rounding bingo game and an exit ticket if time permits.
*Checking for understanding by looking at faces, questions asked,
and answers given during the peer time and discourse/math talk.
Additional assessment will be done when I speak with each peer
group and when asking open ended and high order thinking
questions.
Multiple Means of
Engagement1
How will students engage in the process of new learning? How
will the content become accessible, meaningful, and relevant to
the learner? How will you monitor and assess this process?
Students will engage in the process of new learning first through
watching the rounding rap video, then through the pre-peer work
discussion on what strategies students might use and what
additional strategies I might use (modeling included). Students will
then have the chance to work with a peer to answer a few rounding
questions. Here students not only have the chance to cooperatively
work and learn from one another, but they also get to explore and
talk about different strategies and ways of solving the rounding
questions. Finally students will get to engage in a fun game where
overall mastery of the concept of rounding is still being practiced.
Students will play bingo as a means of keeping them engaged and
interested in practicing rounding.
*Engagement will be assessed by walking around looking at faces
to check if students are paying attention (video), willingness to
participate (discourse and bingo game), if partner discussions stay
1
Simultaneously

6. Running Head: Learning Map 6
on topic and not dominated by one student (peer work), and fully
completing items (peer work and bingo game).
Multiplemeansof
Expression2
(practice&
assessment)
What principles of choice for the product of learning will you
accept? How will you provide a space for communication,
creativity, critical thinking, and collaboration (4 C’s)?
Which measures will you use to assess products of learning?
Students will first work individually during the warm-up, meant to
access prior knowledge and get their minds thinking about place
value and what they remember/don’t remember about rounding
from the previous lesson. Next, the discussion after the video
provides students an informal way to communicate with the class
and myself their ideas and strategies they may use to solve
rounding questions. During this time I can use an informal
assessment to see who is willing to share and decide if what they
share shows that they are on the right path. For a formal
assessment of student knowledge, students will work with their
partners to solve a few rounding questions. Here students get to
practice communicating and critically thinking when solving the
problems and when sharing with the class one of their questions.
Students will get to decide during this time how they wish to solve
the questions and how they will show what they know to the class.
Will they use manipulatives and explain that strategies to the class?
Will they draw and make representations on paper in the form of a
number line? Or will they use a digital tool that’s provided to them
to explore a new way of demonstrating their knowledge? The
bingo game will also be way for students to show what they know
informally, and if time permits, one final formal piece of
assessment will come from the exit tickets.
Managingthe
Classroom
Environment
Howwill youmanagethe classroom/settingso students
transitionsuccessfullythroughinstructional stages,andstudent
groupings?Howwillyoucreateanoptimal learning
environment(space,time, pacing, interactions,expectations,
assessment)?
Explicitdirectionsandexplanationoftheclassroomrules
beforethe lessonstarts.For example,remindingstudentsthat
the instructorand studentsneed to be ableto hear eachother.
Proximityduringdirectinstruction.
As students walk into the classroom I will draw their attention to
the warm-up on the board and tell them to get started right away.
Throughout the entire lesson I will make my expectations clear for
the different activities that will be taking place. Some parts of the
lesson should require less reminders due to routines and procedures
2

7. Running Head: Learning Map 7
that were established during the beginning of the year. This
includes how to be active listeners during class discussions, how to
be patience and give students a chance to talk out their ideas, and
how to respond politely when re-voicing or criticizing another. It
also includes such management pieces as timing, transitions, and
proper use of materials. Additionally, some activities will need
more guidance and explicit directions. For example, for peer work
I will place students into partners and explain to them precisely
what they need to do, as well as the range of choice they have.
During this time, and because of knowing my students, I may need
to approach and make sure that all students are participating, and
that not one student in the peer team is controlling the entire Math
Talk. The bingo game will also certainly require some reminders
about using inside voices even when we are excited and get to
cover a space because, if we are loud, you might miss the next
number in the game. This game time is a great practice time for
math, but also a great practice time for social responsibility
reminders to ensure a safe and supportive classroom culture.
STAGE 2: TEACHING
DAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
WHAT IS YOUR LEARNING MAP SEQUENCE FOR DAY 1?
Day Lesson: Review/deepening understanding of CCSS.MATH.CONTENT.3.NBT.A.1:
Use place value understanding to round whole numbers to the nearest 10 or 100.
Warm-up/Video/Class Discussion
-Warm-Up Questions: Please underline the ones place in this number. Please underline
the tens place in this number. Please underline the hundreds place in this number. Round
this number to the nearest tens. Round this number to the nearest hundreds. Think about
what strategies you can use to solve these questions. (hint: yesterday we worked on
number lines!)
-Watch Video. https://www.youtube.com/watch?v=pNfz-JU2cKE
-Class Discussion: Review of warm-up questions. Facilitate discussion on place value
and how knowing place value helps us round. Ask for students to describe how they
answered the rounding questions. How did you approach the question? Now let’s make a
list of what we “know” about rounding and any strategies to help us (number lines).
Show other strategies and model how they might help. *pass out handout with strategies.

8. Running Head: Learning Map 8
Peer Work/Math Talk
-Introduce the math talk/peer work assignment and place students into partners.
-Students can use manipulatives, draw with personal whiteboards, or use Seesaw to draw
and record their answers as to what they did and why. *Encourage students to try out
different strategies on the different problems to see what works best for them!
https://web.seesaw.me/
-Monitor students as they work and allow
students to share what strategies they used to solve the questions. *Be sure to emphasize
critical components of rounding that students share! Allow appropriate wait time, and
encourage students to add-on and use revoicing.
Rounding Bingo Game
-Introduce the game, go over rules and procedures. *Encourage students to use their
handouts and use paper or personal whiteboards to help round if they need it. (Allow
time for this if seen).
-Every once and awhile ask a student to give me the correct rounded answer and ask:
How did you get that?
-Prize for winner.
Exit Ticket
-Depending on time 2 possible exit
tickets:
1.) Students place a sticky note
with their name on it onto the
board under 3 headings
showing how they feel about
rounding (Got it! Need a
Little More Help! I’m Still
Say the rhyme:
“5 or more
raise the score,
4 or less let it
rest.”

9. Running Head: Learning Map 9
Lost!)
2.) If time permits students will have an exit ticket with at least 2 questions asking
them to round a number to the 10s place, and a number to the 100s place, as well
as fill out a number line for both questions.
WHAT MATERIALS WILL YOU USE?
-Rounding strategies handout
-MAB blocks for manipulating
-Individual whiteboards, markers, and tissues for erasing
-Class laptops/tablets
-Bingo papers (students will use MAB blocks to cover a spot)
-Post-its
*I will use my computer and the whiteboard, and students will also need paper and
pencils
HOW WILL YOU ASSESS STUDENT LEARNING?
There will be a good amount of informal assessment done throughout the lesson. For
example, during the warm-up I will walk around and check for understanding as students
work individually and taking note during the initial discussion of who is comfortable and
willing to share their ideas and discuss strategies and what we “know” about place value
and rounding. More informal assessment will be done while I walk around talking with
partner groups about what they are doing, as well as during the bingo game when asking
students how they knew which number to round to.
Formal assessment will come from the work students do as partners. Students will have
their answers recorded on Seesaw or on paper for me to check for accuracy, but I will
also look for strategies used, if the work was completed, organization, and quality of
evidence (seen when they present to the group) to encourage more open-ended learning.
Note that these expectations will be made known to students before they begin working.
Finally, if time permitted the use of exit tickets with rounding questions, this will also act
as a formal assessment to see if after the entire (presumed) day 2 lesson where students
are at with the concept of rounding to the nearest tens and hundreds pace.
Accommodations/Adaptations/Intervention:
There are a few considerations and actions I took while planning this lesson to meet the
needs of my ELL, at-risk, and gifted students. Firstly, I wanted to make sure that there
were multiple ways students could learn throughout the entire lesson, and is why I
included a video, class discussion, a game, and a free choice assignment where students
could use manipulative or technology to help in their learning. Specifically I will be
giving out a handout with visuals and models with explanations of different strategies
students could use when trying to learn how to round (more details on the handout found
above). Some students who did well on the previous day’s worksheet might not need the
handout, but it was primarily made for those who are behind and for my ELL learners
(Mario and Fabiola) who could benefit from the extra visuals and handy reminders. The
layout of the partner work was also designed in hopes to provide accommodations for all
my ELL, IEP and gifted students. Instead of letting students pick their partners, I have

10. Running Head: Learning Map 10
strategically paired them together, matching one of the top scoring (on the worksheet)
students with one of the lower five. The pairs are:
Melvin-Dwayne
Bianca-James
Jenny-Tate
Angel- Fabiola
Natalie-Mario
We have only one student in this class with an IEP. Her name is Bianca, and her IEP
goals are actually all for social skills awareness. One other student though with some
behavioral issues is Tate, who does have difficulty with attention and impulse control.
Bianca was one of the top five scoring students, while Tate was not. I matched them to
other students accordingly in hopes that these other students would act as a good pair for
the other. For example, Jenny tends to “mom” the other students and might be able to
help Tate stay on task when I am not at their table. All students, whether ELL, “at-risk”
or gifted should be able to benefit from this partner work. My goal in matching struggling
students or ELL students with students who did very well is that they might be able to
learn something from their fellow student that they just aren’t learning from me. When
students share their own thoughts and strategies, this often makes sense to other students
sooner than if I were to try and explain the same thing. In addition, this activity can help
gifted students, such as Melvin, grow as well, because the task of helping other students
learn will only help to extend and deepen their own conceptual understanding of the
content area at hand. In addition, allowing students to use manipulatives, visual
representations (handout and number charts), as well as the Seesaw digital technology
will help act as an accommodation to my students’ needs. Students get to use what makes
sense to them. Finally, during the bingo game I will allow my students to use their
handout, a number chart, and/or a personal whiteboard to help them decide which is the
correct rounded number. This will allow my “at-risk” and ELL students to use a
visual/manipulative instead of simply trying to round in their heads or on paper. My hope
is that the game will also allow my students with behavioral problems a chance to get
some practice or additional learning in a way that doesn’t seem like busywork, boring or
repetitive like another worksheet might feel.