Wake County Public School System, 2012

Mathematics Alignment Lesson

Grade 4 Quarter 1 Day 7
Common Core State Standard(s)
4.NBT.3 se !lace "alue understandin# to
round multi$di#it %hole numbers to any
!lace&
Vocabular
!ound" 'o (ind the nearest ten, hundred,
thousand, or some other !lace "alue&
Note" !ounding is a s#eci$ic t#e o$
estimation. Ma%e sure that students %no&
that there are other &as o$ estimation
(con'enient numbers( benchmar%s( etc.).
)atch $or students that interchange the
&ords (rounding and estimation). As
students e*#lain their thin%ing( encourage
correct 'ocabular use.
Materials Needed"
Whiteboards and markers
)lackline *asters$
Rounding Journal Prompt,
Rounding Practice
'rans!arencies+)lackline*asters$
100 Chart
Rounding with Number Lines

L+A!N,N- ST!AT+-,+S"
Alignment Lesson
Rounding
1& Pose the ,uestion -What do you kno% about roundin#./ 0a"e
students think$!air$share to discuss %hat it means to round&
0a"e !airs share in the lar#e #rou!& 1n this discussion, !oint
out that the same number can be rounded di((erently based on
%hich !lace "alue it is rounded to, such as the nearest ten,
hundred, thousand, ten thousand and so on&
2& 2ecord the numbers 37, 42, and 54 on the board& Dis!lay
'rans!arency+)lackline *aster, Hundreds Chart 6sk
students ho% the 0undreds Chart can hel! %ith roundin#
numbers& 0a"e students use %hiteboards to record ans%ers as
you or a student models& See 'eacher Guide !trategies "or
Rounding (or more in(ormation about this strate#y and ho%
to model&
4& Dis!lay 'rans!arency+)lackline *aster, Rounding with
Number Lines& Co"er the !a!er so you sho% only ,uestion
number one and not the number line& 6sk students,
#hat number is in the hundred$s place%
&" we are rounding to the nearest hundred, which two
hundreds is this number between%
&" using a number line, what two numbers should at
each end o" our number line%

4& nco"er the number line, and discuss ho% and %hy the
number is in bet%een the t%o hundreds on the number line&
'alk about usin# benchmark numbers and %hat number is
hal(%ay in bet%een the t%o hundreds, to decide %hich
hundred the number is closest& 2e!eat (or each ,uestion& See
'eacher Guide !trategies "or Rounding "or "urther
instructions and in"ormation&
5& 1n !airs, students %ill com!lete )lackline *aster, Rounding
Practice&
3& 6s a %hole class, discuss )lackline *aster Rounding
Practice& se math talk to discuss, by !rom!tin# or ha"in#
students ask,
'o (ou agree)disagree with ********%
#hat strateg( did (ou use when rounding%
#hat two numbers is that in between%
Can someone repeat what ****** said%
7& 6ssi#n )lackline *aster, Rounding Journal Prompt (or
home%ork&
Source" Teacher Created

)C.SS/.!01+CT AC2,+V+/C3,/4556
2ome&or%
)lackline *aster, Rounding Journal
Prompt
Assessment
)lackline *aster, Rounding Practice
Standards $or Mathematical .ractice
Standard 4" *odel %ith mathematics
Standard 7" 6ttend to !recision
Name"8888888888888888888888888
9ate" 888888888888888888888888
!ounding 1ournal .rom#t
0o% %ould you e7!lain to someone ho% to round the number 4(34: to the
nearest ten. nearest hundred. nearest thousand. 87!lain your thinkin#
by includin# the ste!s you %ould take to round a number and %hat tool you
%ould use to hel! you round&
Wake County Public School System, 2012
+ransparenc(),lac-line .aster /rade 0 'a( 1 !tandard2s3 0N,+4
655 Chart
6 4 3 4 ; 7 < = : 65
66 64 63 64 6; 67 6< 6= 6: 45
46 44 43 44 4; 47 4< 4= 4: 35
36 34 33 34 3; 37 3< 3= 3: 45
46 44 43 44 4; 47 4< 4= 4: ;5
;6 ;4 ;3 ;4 ;; ;7 ;< ;= ;: 75
76 74 73 74 7; 77 7< 7= 7: <5
<6 <4 <3 <4 <; <7 << <= <: =5
=6 =4 =3 =4 =; =7 =< == =: :5
:6 :4 :3 :4 :; :7 :< := :: 655
+ransparenc(),lac-line .aster /rade 0 'a( 1 !tandard2s3 0N,+4
!ounding &ith Number Lines
6. !ound 6(47< to the nearest hundred.
88888888888888888888888888888888888888888888888
6(455 6(355
4. !ound 34; to the nearest hundred.
88888888888888888888888888888888888888888888888
355 455
3. !ound 4(337 to the nearest ten.
88888888888888888888888888888888888888888888888
4(435 4(445
4. !ound 734(4:4 to the nearest thousand.
88888888888888888888888888888888888888888888888
734(555 73;(555
+ransparenc(),lac-line .aster /rade 0 'a( 1 !tandard2s3 0N,+4
!ounding .ractice
9irections" se any strate#y you choose to round the (ollo%in# numbers& 9ou can use the 100 chart,
number lines, or another strate#y to sol"e& 2ecord your ans%er, the strate#y you used, and e7!lain ho%
you used the strate#y to sol"e&
44: rounded to the nearest;

tens <<<<<<<<<<<
hundreds <<<<<<<<<<<
'he tool 1 used to round %as<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
4,=71 rounded to the nearest;

tens <<<<<<<<<<<<<
hundreds <<<<<<<<<<<<<
thousands <<<<<<<<<<<
'he tool 1 used to round %as<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
3=,414 rounded to the nearest;

tens <<<<<<<<<<<<<<
hundreds <<<<<<<<<<<<<
thousands <<<<<<<<<<<
ten thousands <<<<<<<<<<<
'he tool 1 used to round %as<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
447,:1: rounded to the nearest;

tens <<<<<<<<<<<<<<
hundreds <<<<<<<<<<<<<
thousands <<<<<<<<<<<
ten thousands <<<<<<<<<<<
hundred thousands<<<<<<<<<<<
'he tool 1 used to round %as <<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
+ransparenc(),lac-line .aster /rade 0 'a( 1 !tandard2s3 0N,+4
Strategies $or !ounding Teacher -uide
>!ounding &ith the 655 Chart?
sin# the hundreds chart, circle the (irst number, 37& When roundin# to the nearest ten, remind students
that they must think about %hich t%o tens is the number in bet%een& 1n this case 37 is in bet%een 30 and
70& Circle these tens in another color& Discuss that roundin# is lookin# at the distance (rom the number to
the roundin# !lace "alue, and %hen decidin# %hich ne7t ten, hundred, thousand, it is closest to, you
decide %hich number it is the closest distance a%ay (rom& Since 37 is only 4 a%ay (rom 70 and 7 a%ay
(rom 30, it is closer to 70, so you %ould round u! to 70& Point out that there is a s!ecial case %hen a
number is an e,ual distance a%ay (rom both tens, (or e7am!le i( the number %as 35& 8"en thou#h 35 is in
the middle and is an e,ual distance, %e round u! to the ne7t ten >or ne7t hundred, thousand, etc&
de!endin# on the !lace "alue bein# rounded?& 2e!eat this acti"ity %ith the numbers 42 and 54& Sho%
students ho% to round these numbers to both the nearest 10 and nearest 100 usin# the hundreds chart&
0a"e student@s record ans%ers on their %hiteboards as you sol"e&
>!ounding &ith Number Lines?
6s you are sho%in# the trans!arency, be sure to only sho% the ,uestion (irst and ha"e a discussion about
%hich t%o numbers %ould make sense to !ut on a number line& *ake sure to !oint out that de!endin# on
%hich !lace "alue you are roundin# to, the number line %ill chan#e and be somethin# that sho%s the
distance bet%een numbers& When you are teachin# students to decide %hich number the ori#inal number
is closest to, use benchmarks by !ointin# out %hat number is hal(%ay bet%een the t%o numbers on the
number line& Students can use this hal(%ay !oint as a tool to decide i( it is bi##er than the hal(%ay !oint or
less than& 8m!hasiAe that roundin# is about (i#urin# out %hich !lace "alue is the closest distance& With
the (irst number line, students are roundin# 1,237 to the nearest hundred& 6sk students %hich t%o
hundreds this number is in$bet%een& 2e"eal the number line so students can see 1,200 and 1,400& Point
out that students should think about %hat is hal(%ay bet%een, so they can use this benchmark to decide
about roundin#& Since 1,250 is hal(%ay, sho% students ho% to record this on the number line& 6sk them
%hich !lace "alues they %ill look at to (i#ure out %here on the number line 1,237 should #o, and they
should identi(y that you look at the tens to see that there are 3 tens, so the number %ould #o a(ter the
benchmark number you recorded& Students should see that 1,237 is closer to 1,400, so you %ill round u!&
2e!eat this %ith each number line acti"ity, and #i"e students the o!!ortunity to try and sol"e, allo%in#
them to discuss %hy a number rounds u! or do%n&