Design Document, Rounding Morgan Rindlisbacher, Valerie Boyles, Deanna Weierholt EDPS 6430 November 8, 2011 Objectives

1. Locate and identify which number you are rounding. a. Know the place values to 10,000: ones, tens, hundreds, thousands, ten thousands. Learners will be able to point to a number and identify which place value it is in from the ones place up to the ten thousands place . i. Rounding to the nearest 10 with 2 digits. When given a number with 2 digits, learners will be able to round to the nearest 10. This can be assessed in many ways: as an exit card, in small groups, in a game setting, on student white boards, etc. ii. Rounding to the nearest 10 with 3 digits. When given 3 digits, learners will be able to round to the nearest 10 recognizing that the digit in the hundreds place does not change. Again, this can be shown in many different ways, as the instructor sees fit. iii. Rounding to the nearest 100 with 3 digits. When given 3 digits, learners will be able to round to the nearest 100. iv. Rounding to the nearest 100 with 4 digits. When given 4 digits, students will be able to recognize that the fourth digit is not affected by rounding and remains the same. v. Rounding to the nearest 1000. Learners will be able to round to the nearest 1000. vi. Rounding to the nearest 10,000. Learners will be able to round to the nearest 10,000.

b. Define place value. Learners will be able to write down the proper definition of place value and share with a partner. (Could be part of entry skills, depending on grade or age of learner; early learners would need to know this, an older learner would possibly already know this.)

c. Identify whole numbers. Learners will be able to look at any given number and verbalize if it is a whole number or not. (Again, could be part of entry skills depending on age of learner) 2. Determine the two options that that number could round to. Learner will identify on student a white board which 2 possible numbers the first number could be rounded to. a. Look at the digit to the right of that number. i. Know left from right by placing both hands, outstretched, in the air, with thumbs close to touching; the hand making the L shape is the left hand. The other hand is the right hand. Learner will hold up the correct hand indicating right or left. (Possible entry skill) ii. Identify if the digit to the right is 0-4 or if it is 5-9. Learners will be able to identify the correct number that needs to be changed. iii. Do we round up or down? 1. If it is 0-4, we round down. Learner will identify if the number we are focused on is 0-4; if so, we will round down by changing it to zero and making all numbers to the right a zero. 2. If it is 5-9, we round up. If it is 5-9 we will round up by taking the digit up one and then making all digits to the right zero. This will be assessed as an exit card. EXAMPLE: in the number 459 we want to round to the nearest hundred. First we need to identify the digit in the hundreds place, which is 4; look to the digit to the right, which is 5. 5 is greater than 4, so we will need to round up. If we wanted to round 239 to the nearest hundred, we would first identify the number in the hundreds place which is 2. The digit to the right of the 2 is 3. 3 falls in the category of 0-4 so we would need to round down. The example is to show with more concreteness the method of rounding. Examples can clarify ideas and make them easier to remember. 3. After changing the digit, every other digit to the right becomes 0. Learner will be able to write every number to the right as a zero.
a. If we have rounded down, that digit that we rounded down becomes zero along

with every other digit to the right. We leave the numbers to the left the same. b. If we have rounded up, we change the the digit to the right up to the next number, and then change the numbers to the right to zero. Learners will be able to finalize the rounding process by making the remaining digits zero to show they understand why the remaining numbers become zero.

Assessment Entry Skills Test- This test is used to asses learners mastery of prerequisite skills and will be given before instruction. In order to save time, the entry skills test and pretest will be given simultaneously. Objectives assessed on entry skills test:
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Learners will be able to show their left from right. Learners will be able to point to a number and identify which place value it is in from the ones place up to the ten thousands place. Learners will be able to write down the proper definition of place value and share with a partner. Learners will be able to look at any given number and verbalize if it is a whole number or not. Learners will compare and order numbers through thousands period. Learners will perform addition and subtraction problems with regrouping through thousands period. Learners will understand the idea of estimating.

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Pretest- The pretest will be given to determine whether learners have previously mastered some or all of the skills that are to be included in the instruction and will be given before instruction. In order to save time, the entry skills test and pretest will be given simultaneously. Practice Test- The practice test will occur throughout instruction in various formats in order to provide active learner participation, to rehearse new skills and knowledge, and to allow instruction to provide corrective feedback. (ie. whiteboards, think-pairshare, exit cards rather than a formal assessment). Post-test- After instruction has occurred, the post-test will contain similar testing items to the pretest. It will assess all objectives given during instruction. Objectives assessed on pretest, practice test, and posttest:
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When given a number with 2 digits, learners will be able to round to the nearest 10. When given 3 digits, learners will be able to round to the nearest 10 recognizing

that the digit in the hundreds place does not change.

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Learner will identify on student white board which 2 possible numbers the first number could be rounded to. Learner will identify if the number we are focused on is 0-4; if so, we will round down by changing it to zero and making all numbers to the right a zero. If it is 5-9 we will round up by taking the digit up one and then making all digits to the right zero. Learner will show that they can successfully round either up or down. Learner will be able to write every number to the right as a zero.

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Name: ________________________________________________ Score: ____/19 Entry Skills Test & Pretest- Place Value and Rounding Whole Numbers Directions: Write your name at the top of the page. Answer these questions the best you can. Some are short answer, matching, and multiple choice. You may take as much time in class as you need. If you have any questions come ask me. When you finish, turn your test upside down and silent read. 1. Match the underlined number to the correct place value. 497 hundreds 2592 ones 12,328 ten thousands 2. Write what place value means. ___________________________________________________________________________ ___________________________________________________________________________ 3. Compare the following pairs of numbers. 4,629 4. Add or subtract. 5,378 685 + 943 - 78

5. What does it mean to estimate? ___________________________________________________________________________ ___________________________________________________________________________ 6. Round the following number to the nearest ten. 938 7. Round the following numbers to the nearest hundred. 4,289 8. Round the following numbers to the nearest thousand. 51,783 9. Look at the following numbers and decide if it is a whole number or not. On the space provided, write whole number if it is a whole number. If it is NOT a whole number, leave the space blank. 1/2 __________________ 9.7 __________________ 11 __________________ 10. When round 784 to the nearest hundred, which set of numbers shows the two rounding options? a. 780-790 b. 700-800 c. 800-900 d. 890-900 11. Circle the number that tells you to round up or down when rounding to the nearest thousand. 89,387 12. Circle the number that tells you to round up or down when rounding to the nearest hundred. 684 13. On the space provided, write whether you will round the number up or down. 789 to the nearest ten ___________________ 7,382 to the nearest hundred _____________ 14. Add the correct amount of zeroes on the end of the number when rounding correctly. ex. 6,890 to the nearest thousand: 7,000 7,421 to the nearest thousand: 7______________

Practice Test

The instructor will choose when to employ these test items during instruction. Feedback will be given in form of discussion between teacher and student, student and student, and teacher and class. Think-Pair-Share

How can you tell when to round up or down? When rounding 4937 to the nearest hundred, how many zeroes will be on the end of the answer?

Whiteboards

Round the following numbers: o 498 to the nearest ten o 3278 to the nearest thousand o 34,435 to the nearest hundred

Exit cards Explain how to round 432 to the nearest ten.

Name: ________________________________________________ Score: ____/18 Postest- Rounding Directions: Write your name at the top of the page. Answer these questions the best you can. Some are short answer, matching, and multiple choice. You may take as much time in class as you need. If you have any questions come ask me. When you finish, turn your test upside down and silent read. 1. Round the following numbers to the nearest ten. 13 267 4,525 2. Round the following numbers to the nearest hundred. 921 1,549 67,386 3. Round the following numbers to the nearest thousand. 1,834 13,309 3,783 4. Look at the following numbers and decide if it is a whole number or not. On the space

provided, write whole number if it is a whole number. If it is NOT a whole number, leave the space blank. 2.3 __________________ 6 __________________ __________________ 5. When round 388 to the nearest hundred, which set of numbers shows the two rounding options? a. 380-390 b. 200-300 c. 300-400 d. 290-300 6. Circle the number that tells you to round up or down when rounding to the nearest thousand. 4,390 7. Circle the number that tells you to round up or down when rounding to the nearest hundred. 728 8. On the space provided, write whether you will round the number up or down. 68 to the nearest ten ___________________ 5,392 to the nearest hundred _____________ 9. Add the correct amount of zeroes on the end of the number when rounding correctly. ex. 6,890 to the nearest thousand: 7,000 572 to the nearest hundred: 5______________

Keys Entry Skills Test & Pretest- Place Value and Rounding Whole Numbers (19 POINTS) 1. (3) 497 (ones) 2592 (hundreds) 12,328 (ten thousands) 2. (1) The value of a digit in a larger number. (Definition of Place Value) 3. (2) 4,681 677 4. (2) 6,321 607 5. (1) To give an approximate answer. 6. (1) 940 7. (1) 4300 8. (1) 52,00 9. (1) 1/2 __________________ 9.7 __________________ 11 Whole number

10. (1) b. 700-800 11. (1) 3 should be circled 12. (1) 8 should be circled 13. (2) up down 14. (1) 000 Postest- Rounding (18 POINTS) 1. (3) 10 270 4,530 2. (3) 900 1,500 67,400 3. (3) 2,000 13,000 4,000 4. (3) 2.3 __________________ 6 whole number __________________ 5. (1) c. 300-400 6. (1) 9 should be circled 7. (1) 2 should be circled 8. (2) up up 9. (1) 00

Strategy
Lesson 1: Pretest and Introduction to Rounding. As you begin the concept of rounding, first give the pretest to determine the level of each student and what they already know about numbers involving place value, estimating, and even rounding when they have not learned it yet in third grade. introduce it with a short story about taking a ride in a car. Use the car with an example of it driving 9 miles. As it heads up the hill to mile 4, it always rolls back down the hill. If it hits the 5 mile mark at the top of the hill, it can roll forward through the next few miles. As the car started going up the hill, it kept rolling back down until it hit mile 5 at the top of the hill. When it finally hit mile 5, it was able to roll forward and continue on passed miles 6, 7, 8, and 9.

Be careful to only use this idea at the beginning of the idea of rounding. If you continue to use the idea as you get more into detail, the students will be confused with thinking that you get over the hill and you round DOWN when you hit the 5, since the hill goes down after that. They should understand that they round forward or backward according to the car analogy.

After the students have the idea of 0-4 rounding back, and 5-9 round forward, then a number line can be brought into the lesson for more of an application to the number sense of rounding. *Note that this idea of the rounding hill can be used, but is not necessarily a strategy that should be continually referred to as the students progress through the learning process of rounding. When it comes to rounding, the best way to help students understand the idea is to jump right in and begin practicing with numbers and examples. Practice and application is the best way for students to really learn how to round a number to a certain place. Example: As a class or in groups the students can practice with two digit numbers, how to round, 0-4 rounding down, and 5-9 rounding up. Explain to them that when you are rounding to the nearest tens place, you always check the number in the ones place which will tell you if it will round up or down. examples: 43, 25, 59 etc. The rounding song can be used as you teach rounding to the nearest tens, and the rest of the song, can be taught as you later move on to rounding to the nearest 100 and so on. Wrap up this lesson with a Think, Pair, Share, helping the students learn the Rounding Song, and practicing it as a class, in groups, or have the students practice on their own.

Rounding Song
(If Youre Happy and You Know It Clap Your Hands) If youre rounding to the tens place, check the ones. If youre rounding to the tens place, check the ones. If the ones are zero through four, round it down to the tens before. If youre rounding to the tens place, check the ones.

If youre rounding to the tens place, check the ones. If youre rounding to the tens place, check the ones. If the ones are five through nine, round it up, and youll be fine. If youre rounding to the tens place, check the ones.

If youre rounding to the hundreds, check the tens. If youre rounding to the hundreds, check the tens. If the tens are zero through four, round it down to the hundreds before. If youre rounding to the hundreds, check the tens.

If youre rounding to the hundreds, check the tens. If youre rounding to the hundreds, check the tens. If the tens are five through nine, round it up, and youll be fine. If youre rounding to the hundreds, check the tens.

If youre rounding to the thousands, check the hundreds. If youre rounding to the thousands, check the hundreds.

If the hundreds are zero through four, round it down to the thousands before. If youre rounding to the thousands, check the hundreds.

If youre rounding to the thousands, check the hundreds. If youre rounding to the thousands, check the hundreds. If the hundreds are five through nine, round it up, and youll be fine. If youre rounding to the thousands, check the hundreds. Lesson 2: Rounding Using a Number Line Materials: Yard Stick and 3 clothes pins with arrows on them. Give the students an example of rounding a number. ie: 67. We are going to round this number to the nearest tens place. On the yard stick, place a clothes pin on the two nearest numbers in the tens place. Then place a clothes pin on the number you are rounding.

It is very visual for the students to see that 67 is closer to the 70, also with the fact that any number with a 0-4 in the ones place will round down to the nearest ten, and any 5-9 would round up to the nearest ten. Non example: Do not use the idea of rounding up and down without using the correct number you will be rounding to. ie: When rounding the number 32, what are the two tens places that you have the choice of rounding to? 30 and 40. Will I round it down to 30, or up to 40? 30. At the end of this lesson, practice naming the place value of different numbers whether it is used as an exit card, or written down in their math journals. This will simply be a review from their previous knowledge of place value, which should be mastered before rounding is even taught.

Lesson 3: Rounding to the nearest 100 Materials needed: Number cards with random 3 digit numbers, as well as a number line for each learner.

The students have been working on rounding to the nearest tens place, so we will quickly review using a number line and the white boards. After we review rounding to the nearest tens, we will move on to rounding to the nearest hundreds using the same strategies we had been working on before. The students can then practice rounding to the nearest hundred on their white boards for a few problems as a whole class. An important strategy that can be included this time around is called targeting the place that you are rounding to, and underlining the number that tells you if it will round up or down. This will help the students take it step by step as to not confuse them with

what place they are rounding to. It is critical that students at this point remember the meaning of place value, and the names of each place the numbers are in. Example: 345 We are rounding to the nearest 100, so we will circle the 3 in the hundreds place, and underline the 4 in the tens place.

Activity: There will be numbers on the board, from 0-1,000 counting by hundreds. Call a few students up to practice rounding different numbers on the board while the rest of the class practices it on their whiteboards. 0 100 200 300 400 500 600 700 800 900 1,000 Round 345 to the nearest hundred: It would round down to 300 OR up to 400. Stand by the number it would round to. When the students have seen us work out a few problems on the board, you can then let them work on the same activity as a group at their tables.
When the concept of rounding to the nearest ten is understood, the learners will be able to continue using that knowledge as they work with bigger numbers when rounding to the nearest ten, hundred, thousand and ten thousand. Non example: Do not tell students as you round, to just put zeros in the place of all the numbers to the right of the number you are rounding to. ie: Lets round 348 to the nearest hundred. The four tells us we need to round down to the 3, and we just need to make the rest of the numbers a zero. It should be demonstrated as the two nearest hundreds being 300 and 400, giving the knowledge of why the rest of the numbers to the right would be zeros. We know that we need to check the tens place to determine if it rounds down to 300 or up to 400. Wrap Up Continue instruction with rounding to each new place up to the ten thousands place. Using the strategies from the lessons above, continue to reinforce and practice rounding using those skills to help all learners from visual to kinesthetic.

All strategies can be switched around. All lessons may be taught based on the discretion of the teacher, and what they feel meets the needs of their learners. Some parts of each lesson may not need to be used, and some parts may need to be re-taught or taught more in detail, depending on the learners ability to grasp the concept of rounding.