Author: mrupens

Grade: 3rd

TEK:

(3.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:

(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

Link to Video (best viewed on GoogleChrome):

http://www.teachertube.com/viewVideo.php?video_id=32085

Description of Video:

A third grade teacher and her students drafted this almost 4 minute film about rounding to the nearest 10’s, 100’s and 1,000’s. The video begins with a student discussing his concerns about not understanding the concept of rounding. Just as fast as he could express himself, his classmate magically turns into the Rounding Queen. The Rounding Queen briefly reviews the concept of rounding to her audience and then, immediately discusses her rational using a number line. She has her peer write down a number on the chalk board to be rounded to the nearest 10’s and discusses how place value of the one’s number determines the rounding outcome. The pair continue this routine for the 100’s and the 1,000’s. Both students pause and reflect, and even model a think-aloud, during each example to discuss the rational behind their answers. At the end of the video, the Rounding Queen dubs her peer as the Rounding King for mastering the skill.

Suggested Instructional Strategy:

I believe this video from TeachTube may be used for pre-teaching the concept of rounding to the nearest 10’s, 100’s and 1,000’s place. I appreciate two students teaching a student-based audience. My recommended instructional strategy is to have students make a chart in their math journals that has a column for what they know and what is new to them. Before playing the video, have the students brainstorm thoughts and beliefs about rounding. Then instructed the students that during the video, there will be paused writing opportunities to record new information learned about rounding.  To help promote thinking and understanding, I would suggest to question and review key vocabulary, terms, concepts and strategies so students can make notes and record solving strategies for future use during future lesson.

Title: I Survived the Attacks of September 11^th, 2001

Author: Lauren Tarshis

Published in 2012

Topic: History

Grade Level: 5^th-8^th

TEKS^: §113.16. Social Studies, Grade 5, (B) (5)

The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (B) analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election

I Survived the Attacks of September 11^th, 2001 is the sixth in a series called, I Survived, which also include, I Survived the San Francisco Earthquake and I Survived Hurricane Katrina.  This book is about a young man, named Lucas, who loves football more than anything else. When Lucas suffers from a concussion and is unable to play football anymore, he wishes to seek comfort from a family friend, Uncle Benny.  The next morning, Lucas could not wait any longer to talk to the man who taught him everything he knew about football. So, instead of waiting until the weekend, Lucas skips school and catches the subway to visit Uncle Benny at the fire station in the heart of New York City, where he and his father work. However, this Tuesday was not like any Tuesday. This Tuesday morning would change Lucas and America forever.

The author, Lauren Tarshis, gives a chilling account of the attacks of 9/11 through the eyes of a young man. This account is relatable and understandable to children who did not experience the attacks. Although the book is extremely descriptive and provides the audience with sharp vocabulary to really place them in New York, it is appropriate read for junior aged students. This chapter books is about courage, history and understanding of what happened that Tuesday in September of 2001.

Here is a small snippet of I Survived the Attacks of September 11^th, 2001:

“Something was wrong. And everyone knew it. People up and down the side walk were stopped in their tracks, hypnotized by the sight of a jet ripping across the sky. The plane turned slightly, one wing dipped down. The engine’s roar turned to a screech. It was moving faster now, and going lower and lower. It barely missed the tops of some buildings as it careened through the air. But just ahead, two buildings stood taller than the rest: the Twin Towers.” (pg. 37)