Unit 4: Problem Solving Builds Number Sense
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Target Objectives
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Worthwhile Task Indicators
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Example Tasks
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- 1.N.2.1
- 1.N.2.2
- 1.N.2.3
- 1.A.1.1
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Gives students an understanding of why numbers round to the places they do.
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Makes a connection between place value and rounding.
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Provides a visual representation of the concept.
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Builds upon the number sense they already have
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Allows students to generalize based on patterns
- Fosters discussion between peers
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Understanding Rounding
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Show a number line on the board from 0-100. Have students place two digit numbers on the board based on the number line.
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Ask students why they place the numbers in the spots they do. Example: If I give you the number 73, would the number be placed closer to the 70 or the 80? How do they know?
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From here, ask students what conclusions they can make when it comes to finding the closer number. (For example: if the second digit is small than it is closer to the smaller tens place).
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Lead the discussion into creating “rounding rules” and show examples to prove the rule.
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Give students their own number lines to work with. Have them practice plotting the numbers on the line.
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Practice using the sentence frame: “I know that ______ is closer to ______ because…”
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Confirm their answer by saying “I agree because…” or help explain by saying “I disagree because…”
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Have them practice this with a partner. Allow them to work with 2-digit numbers (number line 0-100) and 3-digit numbers (number line 0-1,000)
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Have students complete the task https://www.illustrativemathematics.org/content-standards/tasks/1806
- Click “Student View” to print the task.
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OKMath Framework Introduction
3rd Grade Introduction
3rd Grade MAPs
3rd Grade Learning Progression
3rd Grade Objective Analysis
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