Materials Needed: DN Worksheet, white board, dry erase markers, pencils, IND Worksheet, rulers, Rounding Reminder Visual
Vocabulary: rounding, estimation, actual, rounding off
Do Now (3 -5 min): Teacher hands out rounding worksheet for students to complete independently. The worksheet reviews rounding to the nearest thousands place.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then says, “Today, we are going to continue rounding whole numbers. Yesterday we rounded to the thousands place. Who can remember which place comes after the thousands place [Ten Thousands]. Great! By the end of this lesson, you will be able to round whole number to the nearest ten thousands place.”
Direct Instruction (10 min): Teacher begins “Ok! Let’s quickly review the place and value of each of these digits before we begin. [Teacher writes 17,562 on the board] and asks:
Who can tell me which digit is in the ones, tens, hundreds, thousands, ten thousands place?
How much are each worth?
Teacher should draw the place and value out on the board.
Teacher continues, “Great job! Ok, so we going to round to the nearest ten thousands place. We already know how to round. Who can remind me of the rounding up and rounding down rules? [We round down if the number is 4 or below; we round up if the number is 5 or above. If students have trouble show the Rounding Reminder Visual] Awesome! So, when we round we are determining which number a given number is closer to within the 10s system. Let me show you how to do it when we are looking at the ten thousands place.” The teacher writes the following on the board.
65,672 = ________ [70,000]
142,913 = ________ [140,00]
90,256 = _________ [90,000]
471,321 = _________ [470,000]
541,128 = _________ [540,000]
The teacher continues, “I am going to round these numbers to the nearest ten thousands place. If you notice some of the numbers go up to the hundred thousands place, but I only want to round to the ten thousands place. This doesn’t change anything at all. I just focus on the ten thousands place and the numbers in the thousands place. Watch as I round these numbers. Sixty five thousand six hundred seventy two… Ok 6 is in the ten thousands place, and 5 is in the thousands place. I know I round up if the number is 5 or more. So I am going to make the 6 a 7 and the rest of the numbers 0, so I will have 70,000.” The teacher should continue thinking aloud for each example.
Guided Practice (8-10 min): The teacher continues, “Ok, so now it is your turn! We are going to practice rounding numbers to the nearest ten thousands. I am going to write ten problems on the board for us to complete together, then you will get a chance to show of your skills independently. Let’s get started”
532,569 = _________ [530,000]
842,71 = __________[840,000]
209,152 = ________ [210,000]
48,993 = ________ [50,000]
64,536 = _________ [60,000]
516,721 = _________ [520,000]
78,824 = _________ [80,000]
15,604 = _________ [20,000]
47,319 = _________ [50,000]
86,019 = _________ [90,000]
Independent (10 - 18 min): The teacher hands out the IND worksheet. Students are asked to complete the worksheet independently and turn it in.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.