## Reflection: Developing a Conceptual Understanding Understanding the Why of Rounding - Section 5: Assignment IXL or Paper?

This lesson brings the CCSS to fruition beautifully by getting kids to really understand rounding starting with that bent number line!. The visual of the number line really did that for my students. My student's remarks about the patterns he saw in rounding as place values progressed amazed me! I was so excited to see a student come forth with such thought! Before CCSS, we did not have this thinking process going on in our classroom. It was more like a production line...repeating what I did and not understanding why numbers rounded to the benchmark.

It is wonderful. What a great place to be in our teaching! I find a lot of joy in seeing them truly understand what they are doing and why. This complete absorption of understanding is so rewarding.

My lower end students struggled a little, but with a little extra guidance and that interactive Smart Board lesson, it really tied up their loose ends in understanding. The continual repetition of the bent number line helped them see. Using Victor's idea of the patterns of where the five occurs helped them remember what place value they were rounding to. I tried to focus on the midpoint first with some of them to see if it cleared up their issues with which direction the number would "slide" on the number line, and it worked for two of my students. The other two need more practice.

Overall, I am very pleased with their progress and look forward to teaching them about estimation next! I think it will be easy now!

Success!
Developing a Conceptual Understanding: Success!

# Understanding the Why of Rounding

Unit 11: Place Value
Lesson 9 of 14

## Big Idea: Students round numbers by drawing a numberline, finding benchmarks and midpoint to help them show they understand how to round using place value.

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60 minutes

### Mary Ellen Kanthack

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