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3-N-2-4

Page history last edited by Tashe Harris 6 years, 1 month ago

3.N.2.4 Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences


In a Nutshell

It is necessary that they first learn the accurate rounding procedure; then they will need to identify when to estimate based on key (signal) words and the context of the problem.

Student Actions

Teacher Actions

  • Demonstrate conceptual understanding by building upon the knowledge they have about place value and applying it in more complex mathematical contexts such as rounding numbers accurately.

  • Generalize when to round numbers in order to find the estimation of addition and subtraction problems.

  • Demonstrate appropriate procedural fluency when adding and subtracting multi-digit numbers using rounding strategies when estimating.

  • Communicate mathematically by explaining the process of rounding numbers when problem solving and finding estimations in real life contexts.

  • Pose purposeful questions to help students recall prior knowledge and justify their thinking. Questions may include: When does rounding help us in the real world? Why do we estimate sums/differences? How do we round numbers correctly? How can we prove our answer?
  • Implement tasks that give students opportunities to explore numbers and their various representations when rounding.

  • Facilitate mathematical discourse that challenges students to connect estimation to other place value concepts.

Key Understandings

Misconceptions

  • Numbers up to 100,000 can be rounded to the nearest ten thousand, thousand, hundred, or ten.

  • Each digit in each of the places has a value and can change when rounding. If the digit to the right of the number you are rounding is 4 or less, the digit will stay the same; if the digit is 5 or more, the number will increase by one, and the digits in the place values behind it will change to zeros. For example: Round 413 to the nearest ten would be 410; round 415 to the nearest ten would be 420; 75,856 round to the nearest hundred would be 75,900.

  • Most of the rounding variations of the same number are different from each other. For example: 1,234 can round to 1,000, 1,200, and 1,230.

  • That they must round the numbers first before finding the estimation of a sum or difference.

  • Estimation is used to help add or subtract quickly.

  • They should only look at the digit in the place they are asked to round to. For example: round 1,849 to the nearest hundred, students will say 1,900 because 8 is closer to 9.

  • That the only number that changes is the one they are rounding. For example: If they are rounding 486 to the nearest ten, they will say it is 496 vs. 490.

  • They cannot round the digit 9 up. Ex: 697 to the nearest ten. They will think it is impossible or try to put a 10 in the middle (6107).

  • They are to add or subtract the numbers first, then round the sum or difference after.


OKMath Framework Introduction

3rd Grade Introduction

3rd Grade Math Standards

 

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