##
* *Reflection: Developing a Conceptual Understanding
Review: Rounding Whole Numbers - Section 2: Independent Practice

Number lines can help student gain a conceptual understanding of the skill. Many many years ago, when I was a student, I learned to round numbers by using the rules: if the number behind the underlined digit is 5 or more, round up by 1, or if the number behind the underlined digit is 4 or less, the underlined digit stays the same. I still teach my students those rules, but I use tools, such as number lines, to the give them that conceptual understanding. There is an old saying, "I can show you better than I can tell you." The number line shows the students.

*Number lines*

*Developing a Conceptual Understanding: Number lines*

# Review: Rounding Whole Numbers

Lesson 5 of 11

## Objective: SWBAT round whole numbers by placing the number on a number line.

*40 minutes*

#### Whole Class Review

*10 min*

*In review lessons, I like to use various strategies to revisit the skill. Because it is a review skill, there is not a lot of conversation between the students. The purpose of the review before the state test is to prepare the students to work independently in order to be successful on the end of year assessment.*

In today's lesson, the students review estimating whole numbers. They must use a number line to help them round the number to the underlined digit. This aligns with **4.NBT.B3** because the students use place value to help them round the numbers.

To begin the lesson, the students are called to the carpet to sit in front of the Smart board. (I like for my students to be close so that I can make sure that all of them are being attentive.) To review this skill, I show the students a video at the following site:

http://studyjams.scholastic.com/studyjams/jams/math/problem-solving/psestimate-whole-numbers.htm

After the video, I display Review Rounding Whole Numbers.pptx on the Smart board. I use the power point to round 5,278 to the nearest thousands. I ask, "Which number is in the thousands place?" The students know that the 5 is in the thousands place. I explain to the students that because we are rounding to the thousands place, this means that 5,278 will either round to 5,000 or 6,000. These are the numbers placed on both ends of the number line. I remind the students that before we place 5,278 on the number line, it will be easier to do this if we find the halfway point on the number line. I let the students know that 5,500 is halfway between 5,000 and 6,000. Now that we have our halfway point, we can now place 5,278 on the number line. I ask, "Does 5,278 come before or after 5,500?" The students know that 5,278 comes before 5,500. On the next slide, the students see 5,278 on the number line. I ask, "Is 5,278 closer to 5,000 or 6,000?" The students know that 5,278 is closer to 5,000. Therefore, 5,278 rounds to 5,000.

#### Resources

*expand content*

#### Independent Practice

*15 min*

The students will practice the skill independently because they will have to work alone for the state test. Each student is given a Estimating Whole Numbers.docx-1.docx handout. They must use a number line to round numbers. In the Video - Estimating Whole Numbers.mp4, you can see what is required of the students.

As the students work on the problems, I walk around to monitor their level of understanding. If the students are having a difficult time, I will ask guiding questions to help lead them to the answer.

Possible Questions:

1. What place value is the underlined digit?

2. Where should you place your number on the number line?

3. Which landmark number is your number closest to?

Any students having difficulty with the task will be grouped for intervention.

*expand content*

Upon completing the independent practice, I call the students back together as a whole. I feel that it is very important to close out the lesson by sharing answers. By doing this, it allows the extra opportunity to reach any students that still do not understand the concept.

I call on students to share their answers. All students are not auditory learners; therefore, it is very important for the students to see the examples of work (Student Work - Estimating Whole Numbers). I use my document camera to display the student work on the Smart board.

Students are allowed to ask questions during this closing of the lesson. The most important aspect for me is that I have identified any students that need 1-on-1 or small group remediation.

#### Resources

*expand content*

*Responding to Tasha Jones*

You are absolutely correct. As you can see in the sample of student work, the students are using the correct method. Thanks for bringing the typo to my attention.

When I show my students when you are rounding to the thousand you are looking at the next door neighbor which is the 2. 52 is in between 50 and 60. That means 52 rounds to 50 and you replace the rest of the numbers with 0's after the 2. So your answer is 5,000. Am I wrong or am I missing the concept of this lesson?

| 2 years ago | Reply##### Similar Lessons

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- UNIT 1: Fractions
- UNIT 2: Skills Review
- UNIT 3: Algebra
- UNIT 4: Geometry
- UNIT 5: Patterns & Expressions
- UNIT 6: Problem-Solving Strategies
- UNIT 7: Decimals
- UNIT 8: Measurement and Data
- UNIT 9: Multiplication and Division Meanings
- UNIT 10: Place Value
- UNIT 11: Adding and Subtracting Whole Numbers
- UNIT 12: Multiplying and Dividing

- LESSON 1: Review: Place Value
- LESSON 2: Review: Multi-digit Addition
- LESSON 3: Review: Multi-Digit Subtraction
- LESSON 4: Review: Multiplying a 2-Digit Number by a 2-Digit Number
- LESSON 5: Review: Rounding Whole Numbers
- LESSON 6: Review: Division
- LESSON 7: Review: Factors
- LESSON 8: Review: Expressions
- LESSON 9: Review: Equivalent Fractions
- LESSON 10: Review: Fractions and Decimals
- LESSON 11: Review: Math Vocabulary with Jeopardy