+1(978)310-4246 credencewriters@gmail.com
Select Page

1

Final Project: Unit Plan

Belhaven University

EDU501: Classroom Assessment

Professor Mary Kenyon

December 5, 2020

Diagnostic Assessment

2

Rounding and Place Value

Pretest

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Name:_________________________________ Date:__________________ Score:________

1. What is the place value of the underlined digit?

368

A. Thousands

B. Tens

C. Hundreds

D. Ones

2. What is the place value of the underlined digit?

596

A. Hundreds

B. Ones

C. Tens

D. Thousands

3

3. What is the place value of the underlined digit?

734

A. Ones

B. Hundreds

C. Tens

D. Thousands

4. In the number 423 what digit is in the hundreds place?

__________

5. In the number 878 what digit is in the ones place?

___________

Put the correct sign of <, >, or = in the question.

6. 458 ______ 653

7. 87 ______ 87

8. 74 ______ 64

9. 400 ______ 387

10. 99 _______ 109

Match the number blocks to correct number.

4

5

1. C

2. B

3. C

4. 4

5. 8

6. <

7. =

8. >

9. >

10. <

6

7

The results from the pretest will assist the teacher in what steps of instructions must be

done next. The test scores will also be used for points on the final test once the lesson has

been taught. Each question will be worth one point towards their final graded test scores with

15 being the most points the students can receive. Therefore, I feel the students will do their

best to get those extra points and take the pretest seriously. I will use this pretest as a guide to

see where they are when it comes to this lesson so that I will know what to work with the

students on.

8

Assignment 1: Bell Ringer

Student Copy

Name:_______________________________Date:__________

1. Identify the place value in the underlined number? 789

A. Ones

B. Hundreds

C. Tens

D. Thousands

2. How many hundreds are in the number 654?

A. 60

B. 600

C. 6000

D. 6

9

Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or

100.

Assignment 1: Bell Ringer

Teacher Copy

Name:_______________________________Date:__________

1. Identify the place value in the underlined number? 789

A. Ones

B. Hundreds

C. Tens

D. Thousands

2. How many hundreds are in the number 654?

A. 60

B. 600

C. 6000

D. 6

10

Answers Key: 1. C 2. B

Purpose: The purpose of this assessment is to see if the student retain knowledge from the

previous day because the bell ringer will be given in the morning after the bell rings to start

class. I will use these results to see if I should incorporate these questions types in my weekly

test.

11

Assignment 2: Checking for Understanding

Student Copy

Name:______________________________Date:_____________

What is the number 756 rounded to the nearest hundred? Explain your answer.

12

Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or

100.

Assignment 2: Checking for Understanding

Teacher Copy

Name:_______________________________Date:__________

What is the number 756 rounded to the nearest hundred? Explain your answer.

Answer Key: 756 rounded to the nearest hundred is 800 because the number 5 thatâ€™s in the tens

place tell me to round up.

Purpose: The purpose of this assessment to ensure that the students understand the lesson that

has been taught. This question will come immediately after the lesson that has been taught and

make them think about what they just learned. I will use these results to see if I should

incorporate this type of question in my weekly test.

13

Assignment 3: Exit Ticket

Student Copy

Name:______________________________Date:_____________

1. Explain what keys let you know when to round up or down.

2. Write the place value of each digit in the number 345.

14

Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or

100.

Assignment 3: Exit Ticket

Teacher Copy

Name:______________________________Date:_____________

1. Explain what keys let you know when to round up or down.

2. Write the place value of each digit in the number 345.

Answer Key: 1. I know to round up to the nearest number if the number next to it is 5-9. I know

to round down to the nearest number if the number next to it is 0-4.

2. The 3 is in the hundreds place

The 4 is in the tens place

The 5 is in the ones place

Purpose: The purpose of this assessment for the students to be able to go pack their bags by

completing the exit ticket. It lets me know that they learned from the lesson that was taught

during the day. I will use these results to see if I should incorporate these questions types in my

weekly test.

15

Assignment 4: Pop Quiz

Student Copy

Name:______________________________Date:_____________

1. How many tens are in the number 89?

A. 8

B. 800

C. 80

D. 90

2. What is 658 rounded to the nearest 10?

A. 700

B. 660

C. 690

D. 600

3. Write the place value of the underlined number.

835

4. What is 224 rounded to the nearest hundred? Explain your answer.

16

5. Put the number 463 in the correct spot on the place value chart.

Hundreds Tens Ones

17

Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or

100.

Assignment 4: Pop Quiz

Teacher Copy

Name:______________________________Date:_____________

1. How many tens are in the number 89?

A. 8

B. 800

C. 80

D. 90

2. What is 658 rounded to the nearest 10?

A. 700

B. 660

C. 690

D. 600

3. Write the place value of the underlined number.

835

4. What is 224 rounded to the nearest hundred? Explain your answer.

5. Put the number 463 in the correct spot on the place value chart.

18

Hundreds Tens Ones

Answer Key: 1. C 2. B

3. Hundreds place

4. 224 rounded to the nearest hundred is 200 because the 2 in the tens place tell me to round

down.

5.

Hundreds Tens Ones

4 6 3

Scoring Criteria: Graded for bonus points for the weekly test. Each correct answer will be

worth 4 points and a total of 20 points can be given if all questions are answered correctly.

Purpose: The purpose of this assessment is to keep the students engaged and ensure that they are

learning the lesson. Also it is to give struggling students a chance to gain extra points on their

weekly test. I will use the results from this quiz to formulate a quiz and it will help me determine

what questions to incorporate on my weekly test.

Assignment 5: Work Sheet Assignment

Student Copy

19

Name:______________________________Date:_____________

20

https://www.education.com/worksheet/article/underwater-rounding-nearest-hundred/

Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or

100.

Assignment 5: Work Sheet Assignment

Teacher Copy

Name:______________________________Date:_____________

Answer Key: 1. 300 2. 500 3. 700 4. 100 5. 500 6. 600 7. 900 8. 400 9. 200 10. 600

Scoring Criteria: This assessment will be graded by 10 point for each question totaling 100

points which will go in the grade book for a daily grade.

Purpose: The purpose of this assessment is to keep the students engaged and for the teacher to

see if the students understand the lesson. Also it will be used to for a grade for the students to

help bring up their average or maintain a high average. I will use the results from this worksheet

to make sure my students understand the lesson and know how to round by using what the

teacher taught the students.

21

https://www.education.com/worksheet/article/underwater-rounding-nearest-hundred/

22

Assignment 6: Work Sheet Assignment

Student Copy

Name:______________________________Date:_____________

Round â€˜Em Up
How to round to the nearest 10: Example:

1. Underline the digit in the rounding place. 1. 47 (Underline the number in the tens place)

2. Circle the next digit to the right.

3. Follow the rounding rules 2. 47 (Circle the digit in the ones place)

â€¢ 4 or Less Let it rest!

â€¢ 5 or More Raise the score! 3. 50 (7 is more than 5, so round up)
Part 1

Directions: Round the following numbers to the nearest ten. Draw a circle around your answer if you

rounded up. Draw a box around your answer if you rounded down.

1. 59 _____ 4. 14 _____ 7. 27 _____ 10. 81 _____

2. 64 _____ 5. 38 _____ 8. 41 _____ 11. 78 _____

3. 16 _____ 6. 73 _____ 9. 18 _____ 12. 23 _____

How to round to the nearest 100: Example:

1. Underline the digit in the rounding place. 1. 732 (Underline the number in the hundreds

2. Circle the next digit to the right. place)

3. Follow the rounding rules 2. 732 (Circle the digit in the tens place)

â€¢ 4 or Less Let it rest!

23

â€¢ 5 or More Raise the score! 3. 700 (3 is less than 4, so round down)

Part 2

Directions: Round the following numbers to the nearest hundred. Draw a circle around your answer if

you rounded up. Draw a box around your answer if you rounded down.

1. 489 _____ 5. 838 _____ 9. 723 _____ 13. 597 _____

2. 922 _____ 6. 292 _____ 10. 672 _____ 14. 352 _____

3. 336 _____ 7. 195 _____ 11. 106 _____ 15. 243 _____

4. 424 _____ 8. 884 _____ 12. 948 _____ 16. 152 _____

https://www.education.com/worksheet/article/round-em-up/

24

Standard: 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or

100.

Assignment 6: Work Sheet Assignment

Teacher Copy

Name:______________________________Date:_____________

Round â€˜Em Up
How to round to the nearest 10: Example:

4. Underline the digit in the rounding place. 1. 47 (Underline the number in the tens place)

5. Circle the next digit to the right.

6. Follow the rounding rules 2. 47 (Circle the digit in the ones place)

â€¢ 4 or Less Let it rest!

â€¢ 5 or More Raise the score! 3. 50 (7 is more than 5, so round up)
Part 1

Directions: Round the following numbers to the nearest ten. Draw a circle around your answer if you

rounded up. Draw a box around your answer if you rounded down.

1. 59 _____ 4. 14 _____ 7. 27 _____ 10. 81 _____

2. 64 _____ 5. 38 _____ 8. 41 _____ 11. 78 _____

3. 16 _____ 6. 73 _____ 9. 18 _____ 12. 23 _____

How to round to the nearest 100: Example:

a. Underline the digit in the rounding place. 1. 732 (Underline the number in
the hundreds

b. Circle the next digit to the right. place)

c. Follow the rounding rules 2. 732 (Circle the digit in the tens place)

25

i. 4 or Less Let it rest!

ii. 5 or More Raise the score! 3. 700 (3 is less than 4, so round down)

Part 2

Directions: Round the following numbers to the nearest hundred. Draw a circle around your answer if

you rounded up. Draw a box around your answer if you rounded down.

1. 489 _____ 5. 838 _____ 9. 723 _____ 13. 597 _____

2. 922 _____ 6. 292 _____ 10. 672 _____ 14. 352 _____

3. 336 _____ 7. 195 _____ 11. 106 _____ 15. 243 _____

4. 424 _____ 8. 884 _____ 12. 948 _____ 16. 152 _____

https://www.education.com/worksheet/article/round-em-up/

26

Answer Key: Round to tens. 1. 60 Circle 2. 60 Box 3. 20 Circle 4. 10 Box 5. 40 Circle 6. 70

Box 7. 30 Circle 8. 40 Box 9. 20 Circle 10. 80 Box 11. 80 Circle 12. 20 Box

Round to hundreds. 1. 500 Circle 2. 900 Box 3. 300 Box 4. 400 Box 5. 800 Box 6. 300 Circle

7. 200 Circle 8. 900 Circle 9. 700 Box 10. 700 Circle 11. 100 Box 12. 400 Box 13. 600 Circle

14. 400 Circle 15. 200 Box 16. 200 Circle

Scoring Criteria: This assessment will be graded on a 100-point grade scale for a daily grade in

Purpose: The purpose of this assessment is to keep the students engaged and for the teacher to

see if the students understand the lesson. Also it will be used to for a grade for the students to

help bring up their average or maintain a high average. I will use the results from this worksheet

to make sure my students understand the lesson and know how to round by using what the

teacher taught the students.

27

Summative Assessment

Student Copy

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Name________________________________ Date___________________ Score_________

Directions: Circle the best answer choice.

1. What is the place value of 2 in the number 324?

A. Ones

B. Tens

C. Hundreds

2. What is the place value of 5 in the number 543?

A. Hundreds

B. Ones

C. Tens

3. What is the place value of 8 in the number 87?

A. Ones

B. Hundreds

C. Tens

4. What is the place value of 3 in the number 483?

A. Tens

B. Ones

C. Hundreds

28

5. What is the place value of 7 in the number 709?

A. Hundreds

B. Ones

C. Tens

6. Identify the value of 4 in the number 439?

A. 40

B. 4

C. 400

D. 4000

7. Identify the value of 6 in the number 69?

A. 600

B. 6000

C. 6

D. 60

8. Identify the value of 9 in the number 589?

A. 9

B. 9000

C. 90

D. 900

29

9. Identify the value of 1 in the number 19?

A. 100

B. 10

C. 1

D. 1000

10. Identify the value of 2 in the number 298?

A. 200

B. 20

C. 2000

D. 2

Directions: Write the correct letter on the line to make the problem correct using the symbols

<, >, and =.

A. < B. > C. =

11. 34 _____ 43

12. 789 ______ 789

13. 654 ______ 543

14. 65 ______ 7

15. 100 ______ 110

16. 309 _______ 390

17. 201 _______ 201

18. 98 _______ 198

30

Directions: Write the answer to the question when rounding to the nearest 10â€™s and 100â€™s.

19. Round 72 to the nearest 10â€™s place.

20. Round 499 to the nearest 100â€™s place.

21. Round 765 to the nearest 10â€™s place.

22. Round 806 to the nearest 10â€™s place

23. Round 617 to the nearest 100â€™s place.

24. Round 343 to the nearest 10â€™s place.

25. Round 161 to the nearest 100â€™s place.

31

Summative Assessment

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Name________________________________ Date___________________ Score_________

Directions: Circle the best answer choice.

1. What is the place value of 2 in the number 324? DOK2

A. Ones

B. Tens

C. Hundreds

2. What is the place value of 5 in the number 543? DOK3

A. Hundreds

B. Ones

C. Tens

3. What is the place value of 8 in the number 87? DOK2

A. Ones

B. Hundreds

C. Tens

4. What is the place value of 3 in the number 483? DOK2

A. Tens

B. Ones

C. Hundreds

32

5. What is the place value of 7 in the number 709? DOK2

A. Hundreds

B. Ones

C. Tens

6. Identify the value of 4 in the number 439? DOK3

A. 40

B. 4

C. 400

D. 4000

7. Identify the value of 6 in the number 69? DOK2

A. 600

B. 6000

C. 6

D. 60

8. Identify the value of 9 in the number 589? DOK2

A. 9

B. 9000

C. 90

D. 900

33

9. Identify the value of 1 in the number 19? DOK2

A. 100

B. 10

C. 1

D. 1000

10. Identify the value of 2 in the number 298? DOK3

A. 200

B. 20

C. 2000

D. 2

Directions: Write the correct letter on the line to make the problem correct using the symbols

<, >, and =.

A. < B. > C. =

11. 34 __A___ 43 DOK2

12. 789 __C____ 789 DOK2

13. 654 __B____ 543 DOK2

14. 65 ____B__ 7 DOK2

15. 100 __A____ 110 DOK2

16. 309 ___A____ 390 DOK2

17. 201 ___C____ 201 DOK2

18. 98 ___A____ 198 DOK2

34

Directions: Write the answer to the question when rounding to the nearest 10â€™s and 100â€™s.

19. Round 72 to the nearest 10â€™s place. DOK2

70

20. Round 499 to the nearest 100â€™s place. DOK2

500

21. Round 765 to the nearest 10â€™s place. DOK2

770

22. Round 806 to the nearest 10â€™s place. DOK2

810

23. Round 617 to the nearest 100â€™s place. DOK2

620

24. Round 343 to the nearest 10â€™s place. DOK2

340

25. Round 161 to the nearest 100â€™s place. DOK2

200

Scoring Criteria: The students will receive four points for each correct answering totaling a 100

point in all. This will be used as a graded assignment for the students. It will give me insight as

to what the students are struggling with so that I can know what they need help with. Also it will

provide me with some knowledge of what they already know and I will use that to enhance their

strengths and work on the weaknesses.

35

Performance Assessment

Mr. Nathaniel Gaines

Task Name: Teacher Takeover for a Day

Subject and Topic: Mathematics

Task Description: The task is for the students to make 10 questions on their knowledge of the

standard we have been doing during class to develop a test. The students have to provide a 10

question test and answer key with everything being correct.

Standards Assessed: 3.NBT.1 Use place value understanding to round whole numbers to the

nearest 10 or 100.

Performance Task Description: The task will allow the students to show that they mastered the

standard 3.NBT.1.

ïƒ˜ The students will use their IReady books to form questions for the weekly test.

ïƒ˜ The student must provide questions with correct grammar, spelling and punctuation for

their test to be chosen for the week.

ïƒ˜ The student must provide a correct answer key.

ïƒ˜ The test should be 10 questions: 5 multiple choice questions and 5 written response

questions.

36

ïƒ˜ The teacher will provide words for the students to use to formulate the questions.

Scoring Rubric:
Excellent Good Satisfactory Need

Improvemen
t

Score

Test
Components

All required
questions and
are provided
with correct
test set up.

All required
questions
key are
provided.

1 or 2
questions or
missing but
test is
correctly set
up.

3 or more
questions or
missing.

Justifiable and
Understandabl

e Questions

Question are
well thought
out and
developed on
understanding
.

Questions
are well
thought out
and
developed.

All questions
are
developed.

Questions are
not well
thought out.

are well
thought out,
correct, and in
order.

are present
and correct
but not in
order.

1 or 2
not correct
or missing.

3 or more
not correct or
missing.

Spelling,
Punctuation,
Grammar.

2 or fewer
mistakes in
spelling,
punctuation,
or grammar.

3 or fewer
mistakes in
spelling,
punctuation,
or grammar.

4 or 5
mistakes in
spelling,
punctuation,
or grammar.

6 or more
mistakes in
spelling,
punctuation,
or grammar.

37

Teacher GRASPS

Teacher Take Over for a Day

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Goal: To demonstrate the understanding of the standard being taught by developing a weekly

test for their peers.

Role: You are the given the opportunity to be the teacher for a day. As the student, you are

providing questions to be used to create a test for your peers to take as a weekly test. To do so

you will need to use your IReady math instruction book and some wording of problem examples

to provide 10 questions for the weekly test. You are to administer the test and check the test upon

completion by each student.

Situation: The purpose of this task is for the student to become the student-teacher for the day

by helping assemble the weekly test for his/her peers. That student will be exempt from the test

and be allowed to administer and check the test as if the teacher would do it.

Product: You will use your IReady math books as a guided practice to develop questions to

make a weekly test. Your test should contain 10 questions 5 multiple choice questions and 5

written response questions that are challenging for your peers. A test key must also be included

and be correct for you to use to grade.

Standards: See rubric.

38

I need one brave student to help make the class weekly test!!!!

Application Qualifications:
The student that shows success in creating the weekly test will become the student-teacher for
the day. To win this honor the student must create a 10 question test on the math standard we
have been going over. The test must be made with understanding and have an answer key
provided. Your test and answer key must convince me that you understand the skill so that it
can be used for the weekly test. That student that is chosen will be exempt from taking the test
and be allowed to check the other kids test once they finish.

UNPACKING THE STANDARDS

CCSS Standard: __3. NBT.1_______ OR STATE Standard: _____________

HELP
WANT
ED!!!!
The teacher needs your

help!!!

39

Standard (include identifying numbers):
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Prerequisite Skills
Each digit in the three-digit number represents and amount of hundred, tens, and
ones.
Three-digit numbers can be compared based on the hundreds, tens, and oneâ€™s
digits, and >, =, > symbols are used to record the results of comparisons.
A hundreds chart and a number line illustrate place- value relationship.

Key Terms (vocabulary) Definition
Student-friendly

language

Place value

Whole number

The value of each digit in a
number

Any number without a fraction or
decimal

The value of where a digit is in the
number

Any of the numbers
(0,1,2,3,4,5,6,7,8,9 etc.)

Key Verbs (skills) Definition
Student-friendly

language

Use

round

To employ or utilize

A method of approximating an

Apply

Estimate

â€œI Canâ€ statements in student-friendly language
I can use my understanding of place value to round whole number to the nearest 10 or 100.

Essential Questions
What is place value?

How do I find the value of a digit in a given number?
What is a whole number?

What is rounding?

40

Unit Plan Topic, Competencies and Unwrapping the Standards

Test Blueprint

Standard (include identifying numbers):

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

41

Verb Noun DOK level

Multiple Choice Understanding place value 3

Identify Determine the value of the
number by hundreds, tens, and
ones.

2

Use Take whole numbers and
determine the place value.

2

Compare and Contrast Using symbols <, =, > 3

Use Take symbols to identify
comparison of whole
numbers.

2

Match Number block grids to whole
numbers.

2

Written Response Rounding whole numbers 3

Use Take whole numbers and
round up to the nearest tens or
hundreds.

2

Competency DOK 1 DOK 2 DOK 3
Understanding place value 7 3
Using symbols <, =, > 8
Rounding whole numbers 7

References

Mississippi college and career readiness standards. (n.d.) Retrieved October 28, 2020, from

42

Place value blocks: up to hudreds sheet. (n.d.). Retrieved October 22, 2020, from