Reflection: Rounding Numbers to the Thousands Place - Section 2: Concept Development

If light-bulbs could be attached to my students brains, today would have been a VERY bright day.  As I'm writing this reflection three days later, I'm still smiling at my students new knowledge gained.

As I discuss in my video reflection, using an open number line to teach rounding definitely was like watching light bulbs turn on.

We talked about rounding tricks they may have learned in the past, i.e. underline the place you want to round to, look at the digit to its right. If it's a 5, 6, 7, 8, or 9 round up, and if it is a 4,3, 2, or 1 round down.  I was very honest with my students that this trick isn't helpful in the long run because it's hard for our brains to remember tricks or rules, but it becomes much easier when we can visualize and conceptually understand what is happening.

"Oh, I GET it!" and "Wow, this totally makes sense now."  and "Math is so much fun," were a few of the comments I heard over and over.  It was a very gratifying day knowing that most of my students left my class with new knowledge that they own.  It is theirs. They understood it, and now it's theirs FOREVER!  Ahhh, still gives me goose bumps.

Light-bulbs getting brighter
Light-bulbs getting brighter

Rounding Numbers to the Thousands Place

Unit 8: Place value
Lesson 6 of 14

Big Idea: In this lesson, students are introduced to a vertical number line as an effective tool for rounding large numbers and build conceptual understanding.

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Standards:
Subject(s):
Math, modeling, Place Value, Number Sense and Operations, rounding, Millions, vertical number line
60 minutes