Lesson: Rounding: Hundred Thousands Place
SWBAT round whole numbers to the nearest hundred thousands place.
Materials Needed: blank paper, pencils, white board, dry erase markers, pencils, and IND Worksheet.
Vocabulary: rounding, estimation, actual, rounding off
Do Now (3 -5 min): Teacher writes the following five numbers on the board and asks the students to use a blank sheet of paper to write the five numbers, rounded to the nearest ten thousands place.
2. 16, 904
3. 62, 392
4. 79, 092
5. 34, 901
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 ten thousands place. Who can remember which place comes after the ten thousands place [Hundred Thousands]. Great! By the end of this lesson, you will be able to round whole number to the nearest hundred 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 717,952 on the board] and asks:
Who can tell me which digit is in the ones, tens, hundreds, thousands, ten thousands, hundred thousands place?
How much are each worth?
Teacher should draw the place and value out on the board.
Teacher continues, “Awesome! Ok, so we going to round to the nearest hundred 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 them 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 hundred thousands place.” The teacher writes the following on the board.
675,622 = ________ [700,000]
792,513 = ________ [800,000]
980,446 = _________ [900,000]
711,331 = _________ [700,000]
490,298 = _________ [500,000]
The teacher continues, “I am going to round these numbers to the nearest hundred thousands place. Remember, it is very important to look closely at the number so that you always remember which place you are rounding to. I suggest that you underline the place value that you want to round to when you are asked to round numbers that are this large. For these five examples, I am rounding to the nearest hundred thousands place, so I will underline all of the numbers in the hundred thousands place.” Teacher underlines the hundred thousands place in each problem on the board.
Teacher continues, “Watch as I round these numbers. The first example is, six hundred seventy five thousand and six hundred twenty two… Ok 6 is in the hundred thousands place, and 7 is in the ten thousands place. I know I round up if the number in the ten thousands place 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 700,000.” 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 hundred 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 = _________ [500,000]
842,741 = __________[800,000]
609,152 = ________ [600,000]
438,993 = ________ [400,000]
864,536 = _________ [900,000]
716,721 = _________ [700,000]
788,824 = _________ [800,000]
615,604 = _________ [600,000]
437,319 = _________ [400,000]
869,019 = _________ [900,000]
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.
|IND lesson 7 rounding Classwork||