Table of Contents

Page
1.0 Introduction 3
2.0 Rounding Off Strategy 4
2.1 Modelling on Number Line 5
Example 1: Distributive Law 5
Example 2: Commutative Law 6
Example 3: Associative Law 6
2.2 Modelling on Place Value Chart 7
Example 4: Associative Law 7
Example 5: Commutative Law 8
3.0 Rounding Off Strategy Related to the Real Life Situation
3.1 Grocery Sopping Estimation 9
Example 1
Example 2
3.2 Deal with Large Numbers 10
Example 4
3.3 Make Simpler to Communicate 10
Example 5
3.4 Planning a Party / Event 11
Example 6
3.5 Quantity of Mass 11
Example 6
3.6 Taxes 11
Example 7
4.0 Lesson Plan According to the Different Student’s Ability 12
5.0 Reflection 17
6.0 Conclusion 17
Reference 18
Attachment 19
1.0 Introduction
Our world today would be lost without numbers. Without numbers people could not read
clocks, measure anything, call anybody, and much more. Everybody has been put into a
position where they were presented with different forms of data that must have been
organized in order to make decisions pertaining to the situation.

Rounding off numbers is a way to estimate or approximate a whole number to the

nearest place digit or shortening the number of digits to the right of the decimal point to
make the number easier to work with. According to Russell (2019), rounding numbers is
important when you want to preserve significant figures in calculations and to record
long numbers. In everyday life, rounding is useful for calculating a tip or dividing the bill
among diners when eating at a restaurant, or when you're estimating the amount of cash
you'll need for a trip to the grocery store.

According to Mohd Saifullah Rusiman et al. (2017), study research to address

teaching and learning skills in rounding off a whole number consisted of Year 4 students
from a primary school in Johor show that one of the skills that cannot be dominated by
students is rounding off the numbers. Most of the students can identify the ‘place value’
but when it comes to the numbers that they want to round off, they will rounded off the
wrong number. The study shows that students always confuse weather the number should
be added one or not.

Hence, rounding numbers is an essential standard for students to master by fifth

grade and is considered a valuable life skill. This is where students can make a long
number simpler by ‘rounding’, or expressing in terms of the nearest unit, ten, hundred,
tenth, or a certain number of decimal places. Frankly to say that this topic is very
important to students especially when they want to apply mental computation, which is
the most common form of computation used in everyday life. It is used for quick
calculations and estimations, but is more than mental arithmetic.

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 Thus, more systematic approach and strategy should help students to carry out
operations within the rounding off numbers. Innovation in the classroom is about
empowering teachers to develop intelligent, creative and effective teaching method that
will challenge and engage learners. It considers technological impact, environmental
factors and thoughts about behaviour management (Hewitt & Tarrant, 2015).

In this paper, I will discuss the rounding off strategy in detail with 5 different
examples related with distribution, commutative and associative law, and discuss the
rounding off strategy related to the real life situation with 5 interesting examples. I will
also write a lesson plan with appropriate activity according to the student’s ability and a
reflection on the conducted activity.

The objectives of this assignment is to share some ideas of teaching and learning
strategy to improve students’ skills in answering question in rounding off whole numbers
and assist students in different ability in resolving the question in a systematic rounding
whole numbers.

2.0 Rounding Off Strategy

Rounding (n.d.) means replacing a number with an approximate value that has a shorter,
simpler, or more explicit representation. Round off (n.d.) means to change a number into
an approximation having fewer significant digits. For instance, round off 17.4 to 17,
round off 17.51 to 17.5 or to 18, round off 0.499 to 0, and round off 970,000 to 1 million.
Overall, rounding numbers means adjusting the digits (up or down) to make rough
calculations easier. The result will be an estimated answer rather than a precise one.

There are different strategies to teach rounding. It is always best to give students a
visual and / or hands-on approach to understand an abstract math skill.

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2.1 Modelling on Number Line

Rounding rule

0 1 2 3 4 5 6 7 8 9 10

Rounded up

0 1 2 3 4 5 6 7 8 9 10

Rounded down

Figure 2.0: Rounding using number line

Example 1:
Distributive Law  a × ( b+c )=( a× b ) + ( a × c )
Rounding off the answer to the nearest ten.
5 × ( 4+3 ) =( 5× 4 ) + ( 5 ×3 )
¿ 20+15
¿ 35
≈ 40 (rounded¿the nearest tens)

30 31 32 33 34 35 36 37 38 39 40

 The unit of the number is 5 or above, the number needs to be rounded up.

So, 35 would be rounded up to 40

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Example 2:
Commutative Law  a+ b=b+a
Rounding off answer to the nearest hundred.
812+101=101+812
¿ 913
≈ 900( rounded¿the nearest hundreds)

900 913 1000

 The tens digit is less than 50 the number is rounded down.

So, 913 would be rounded down to 900.

Example 3
Associative Law  ( a+ b ) +c=a+ ( b+c )
Rounding off the answer to the nearest ten.
( 12+20 ) +11=12+ ( 20+11 )
¿ 12+31
¿ 43
¿ 40 (rounded¿the nearest tens)

40 41 42 43 44 45 46 47 48 49 50

 The unit of the number is less than 5, the number needs to be rounded down.

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So, 43 would be rounded down to 40.

2.2 Modelling on Place Value Chart

Hundred Ten Thousands Hundreds Tens Ones

Thousands thousands

Figure 2.1 Rounding using place value chart

Step 1: Find out what is the place value to round off or, in short, the rounding digit.
Step 2: If the digit just to the right of the rounding digit is less than 5, keep that rounding
digit and change all the digits to the right of the rounding digit to zeros.
Step 3: If the digit just to the right of the rounding digit is greater than or equal to 5, then
add one to the rounding digit and change all other digits to the right of the
rounding digit to zeros.

Example 4:
Associative Law  ( a × b ) × c=a× ( b ×c )
Round off the answer to the nearest thousand.
[ ( 98 × 4 ) ×10 ]=[ 98 × ( 4 ×10 ) ]
¿ 98 × 40
¿ 3920
≈ 4000

Thousands Hundreds Tens Ones

3 9 2 0

This is the rounding This is the digit to the right of the

digit. Add 1 to this rounding digit. It is more than 5, so
digit. add 1 to the value of the rounding
digit. Then change it and all digits
to6 the right to 0.
Answer:

Thousands Hundreds Tens Ones

3 +1 9 2 0

4 0 0 0

Example 5:
Commutative Law  a × b=b× a
Round off the answer to the nearest ten thousand.
36 ×298=298 ×36
¿ 10728
≈ 10000

Ten thousands Thousands Hundreds Tens Ones

1 0 7 2 8

This is the rounding This is the digit to the right of the

digit. Keep this rounding digit. It is less than 5, so
rounding digit. change all digits to the right to 0.

Answer:
Ten thousands Thousands Hundreds Tens Ones
1 0 0 0 0

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3.0 Rounding Off Strategy Related to the Real Life Situation
Rounding off is used to express totals as specific whole numbers and decimal values in
many different situation, including in many real- world situations.

3.1 Grocery Shopping Estimation

Example 1:
Rounding can make sums easy. We use to round off the cost of product to the nearest
Ringgit to estimate if we have enough money to purchase the items.

List of Items
RM
1. A bottle of tomato sauce 3.85
2. A packet of chili 1.99
3. A loaf of bread 3.20
4. A can of Sardine 7.50

Price Round off to the nearest Ringgit

List of Items
(RM)
(RM)
A bottle of tomato sauce 3.85 4.00
A packet of chili 1.90 2.00
A loaf of bread 3.20 3.00
A can of Sardine 7.90 8.00
Total 16.85 17.00

By rounding off, we could easily figure out that we would need about RM 17.00 to pay
for the groceries. This is pretty close to the exact number of RM 16.85.

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Example 2:
Rounding off make easy calculation in head. Example, we have RM 7 to buy packets
of candy, which a packet of candy cost RM 1.80. Without doing exact calculation, we can
round off the price of a packet of candy to RM 2.00, and quickly determine that 3 packets
of candy would be about RM 6 and 4 packets would be about RM 8

RM 1.80 ≈ RM 2.00(rounded to the nearest Ringgit)

Thus, we only need to make a simple calculation in head that we can buy 3 packets of
candy with RM 7.

3.2 Deal with large numbers

Example 3:
Rounding numbers is required when we deal with large numbers. Example, the
population of a district is 834,237. It is difficult to remember the 6 digits and their order.
But to get an idea of the size of the population of the district, we may remember the two
digits on the left and put zeros for other digits.

834,273 ≈ 830,000(rounded to the nearest ten thousand)

Thus, the population of the district can be conveniently remembered as 830,000.

3.3 Make Simpler to Communicate

Example 4:

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Rounding off numbers make it simpler to communicate. In general conversation, we
are unlikely to use exact numbers. Rather than saying the shoes cost RM 128, it would be
easy to say “this pair of shoes cost me nearly RM 130”.

RM 128 ≈ RM 130 (rounded off to the nearest Ringgit)

3.4 Planning a Party / event

Example 5:
A school with 967 students will organise Sports Day. On that day, each student will be
giving a bottle of mineral water. The packaging of the mineral water is 100 unit per
carton. To make sure there are enough mineral water for each student, we will need to
round off the number of students to the nearest hundred.

1 carton = 100 unit

967 ≈ 1000 (rounded to the nearest hundred)

Thus, 10 cartons of mineral water are needed for the school’s Sport Day.

3.5 Quantity of Mass

Example 6:
We use to round off the number of weight to whole number. For example,

10
63.6 kg ≈ 64 kg 50.8 kg ≈ 51 kg

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4.0 Lesson Plan According to the Different Student’s Ability

Subject Mathematics

Year 4

Topic Rounding Off Numbers

Duration 60 minutes

Subject Content Rounding off whole numbers to the nearest ten, hundred, thousand, and ten thousand

Learning outcomes By the end of the lesson, pupils should be able to:

 recognise digit place and round off the numbers to the nearest ten, hundred,
thousand, and ten thousand

Moral values Cooperation and confidence

Teaching aids  laptop

 Smart board
 Activity cards
 Answer sheets
 Number Line Card
 Task Cards
 Worksheets

Procedures:

Step Teaching and Learning Activities Remark

Set Induction 1. Teacher shows video clip (https://youtu.be/mscseSq- Attachment 1

Ovg) of Rounding Poem to pupils.
(5 minutes)  Rounding poem
2. Pupils follow the instruction in the video and read loudly
 Step 1 1. Teacher shows numbers on smart board using

(10 minutes) PowerPoint slide and ask pupils to round off the
numbers given to the nearest hundred.

75,632
2. Pupils fill the numbers in the place value chart. Find the place
Teacher ask student to find the
Ten Thousands Hundred Tens Ones digit in hundreds place.
thousand s
s
Pupils underline the place digit
7 5 6 3 2 using colour pencil.

3. Pupils are required to identify the place digit. Look next door
4. Pupils look at the digit next to the place digit. Which 3 Is the digit next to 6 greater?
is less than 5, so they put zeros to all the digit behind If yes, please add 1 to the place
the place digit. digit.
5. Pupils volunteer to write their answer on the If no, please put zeros to all
whiteboard. digit behind the place digit.
6. Teacher repeat the activity for a few times.

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 1. Teacher shows pupils number line using PowerPoint
slide
Step 2
(10 minutes)
2. Teacher ask volunteer to place the numbers card given
on the number line.
Example:

75,632 Which numbers nearest to

75,632?

75600 75632 75700

3. Teacher repeat the ativity for a few times.

Pupils works in group

Step 3 1. Teacher divides pupils into groups of four. cooperatively
(10 minutes) 2. Teacher distributes an activity card to each group.
3. When teacher signals, pupils will begin solving the
question cooperatively. Attachment 2

4. After 10 minutes, the group will stop and hand their  Example of activity card
answer.
5. The group with the highest score will be the winner.
6. The winner will get stickers as a reward.
Teacher give reward (stickers)
to motivate pupils

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 Activity for High Achiever Attachment 2
Step 4 Activity: Problem Solving  Example of the task card
(20 minutes) 1. Teacher divides pupils into group of two.  Answer sheet
2. Teacher distributes 10 task cards and answer sheet to
each group.

3. The cards are shuffled and put down in a stack at the

centre.
4. Pupils solve the problems independently.
5. After 20 minutes, pupils check their answers with peers.
6. A reward will be given to the pupils who answer all the
questions correctly.

Activity for Low Achiever

Activity: Modelling on Number Line

1. Teacher divides pupils into group of four.

2. Teacher distributes a number line card, a whiteboard
pen, a worksheet and a laminated activity card to each Attachment 3
group.
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 3. Pupils write the given number on the number line to  Number line card,
solve the problems. whiteboard pen
 Activity card
Example:
The pupil rounding off 729 to the nearest hundred.

700 729 800

729 ≈ 700

4. At the end of 20 minutes, the groups will stop and

exchange their activity card to check their answer with
peers.
5. The group with the highest score will be the winner.

Activity: Drill and Practice

1. Teacher distributes Drill and Practice worksheet to

pupils.
2. Pupils are required to complete the worksheet
independently. Attachment 4
3. A reward will be given to the students who answer all
 Drill and practice worksheet
the questions correctly.

The purpose of the Drill and

Practice is to assess pupils
understanding of the
mathematical concept and skill.

Closure
1. The teacher summarises the lesson on using number line
(5 minutes) in rounding off the numbers to the nearest ten, hundred,

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thousand and ten thousand.

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5.0 Reflection
Before this activity, pupils seems hard to see the number and to round off the numbers
given. During this activity, pupils show interest on the YouTube presentation and the
Rounding Poem. They involve in the induction session actively by reading the poem
together. During the activity rounding using place value chart and number line, pupils
cannot wait to run to the front and give the answer to the teacher. This situation creates
positive development because indirectly stimulate the acceptance of the learning concept.
Pupils are so excited because the activity helps them to relate the poem, rounding rules
and place value. This has proven that it is really effective for them to memorise ‘place
value’ for rounding numbers. By the time teacher explaining the concept of using
rounding poem and place value chart method, pupils look so concentrated and attracted to
the poem. During the group activity, pupils were cooperative and keen to achieve the
objective of the activity. They can interact with each other effectively and helping each
other to understand the concept taught by teacher. Anyway, pupils are in different ability.
For the high achievers, teacher give them more challenging activity, problems solving
task. This group of pupils able to handle the task independently. While for the low
achievers, they need more practice using visual manipulative such as number line. This
method seem to inspire the pupils who are weak in mathematics to grasp the concept and
skill. They have more confidence to solve the Drill and Practice worksheet given by
teacher.

6.0 Conclusion
A deficit in rounding numbers adversely impacts the understanding of more challenging
math reasoning concepts. Visual aids are necessary to aid in all phases of instruction. In
most cases, classes have students that can be placed in low, medium and high groups.
Thus, interesting teaching method and appropriate activities will enhance students in
different ability.

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Reference
Civil, M. D. (2007). Using Music to Improve Learning in Mathematics. Education and
Human Development Master's Theses. Retrieved from
https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?
article=1276&context=ehd_theses

Hewitt, D. & Tarrant, S. (2015). Innovative Teaching and Learning in Primary School.
Los Angeles: Sage Publication Ltd

Mohd Saifullah Rusiman, Suliadi Firdaus Sufahani, Rozaini Roslan, Kamil Khalid, Maria
Elena Nor, Ku, G. H., Lim, S. P., Nun, S. M., & Soh, C. W. (2017). Improving Skills in
Rounding Off the Whole Number. Journal of Engineering and Applied Sciences, 12(3),
6468-6472. Retrieved from http://docsdrive.com/pdfs/medwelljournals/jeasci/2017/6468-
6472.pdf

Rounding. (n.d.). In Wikipedia. Retrieved 25 June, 2020, from

https://en.wikipedia.org/wiki/Rounding

Round off. (n.d.). In Wiktionary. Retrieved 26 June, 2020, from

https://en.wiktionary.org/wiki/round_off

Russell, D. (2019). Simple Rules for Rounding Numbers Correctly. Retrieved from
https://www.thoughtco.com/how-to-round-numbers-2312079

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