Coyotes All Around-Stuart Murphy

Mathematics TEKS Refinement 2006 K-5 Tarleton State University
Number, Operation, and Quantitative Reasoning Grade 3

J ust Make It Easy! Page 1
Number, Operation, and Quantitative Reasoning

Activity: J ust Make It Easy!
TEKS: 3.5 Number, operation and quantitative reasoning. The student
estimates to determine reasonable results.
The student is expected to:
(A) round whole numbers to the nearest ten or hundred to
approximate reasonable results in problem situations; and
(B) use strategies including rounding and compatible numbers to
estimate solutions to addition and subtraction problems.

3.10 Geometry and spatial reasoning. The student recognizes that a
line can be used to represent numbers and fractions and their properties
and relationships.
The student is expected to locate and name points on a number line
using whole numbers and fractions including halves and fourths.

3.14 Underlying processes and mathematical tools. The student
applies Grade 3 mathematics to solve problems connected to everyday
experiences and activities in and outside of school.
(A) identify the mathematics in everyday situations;
(B) solve problems that incorporate understanding the problem,
making a plan, carrying out the plan, and evaluating the solution
for reasonableness;
(C) select or develop an appropriate problem-solving plan or
strategy, including drawing a picture, looking for a pattern,
systematic guessing and checking, acting it out, making a table,
working a simpler problem, or working backwards to solve a
problem; and
(D) use tools such as real objects, manipulatives, and technology to
solve problems.

3.15 Underlying processes and mathematical tools. The student
communicates about Grade 3 mathematics using informal language.
(A) explain and record observations using objects, words, pictures,
numbers, and technology; and
(B) relate informal language to mathematical language and
symbols.

3.16 Underlying processes and mathematical tools. The student uses
logical reasoning.
(B) justify why an answer is reasonable and explain the solution
process.

Overview: Students will use number lines to round numbers to solve problems. They
will practice this strategy when playing the game Easy.

Materials: Coyotes All Around by Stuart J . Murphy
Number line Transparencies/Handouts 1 and 2
Lets Practice Rounding Transparency/Handout 3
Easy game board Transparency/Handout 4, one per student
Number cards Transparency/Handout 5, one set for class
Make it Easy Problems Transparency/Handout 6

Grouping: Introductory activity whole group

Time: 2 class periods

Lesson:
Procedures Notes
1. Ask students to think of things that are
round.

Ask students which numbers on the number
line they would consider to be round
numbers.

Have students highlight or color the same
color all of the numbers that end with a zero
on their number lines
(Transparencies/Handouts 1 and 2).

Examples may include wheels,
donuts, tires, cookies, etc.

Students usually think of numbers
that end with zero as being
round numbers. Rounding
numbers is one way to estimate
the sum or difference of numbers.
The knowledge of place value is
important to a students
understanding of rounding and
estimating whole numbers.

2. Share the book, Coyotes All Around by
Stuart J . Murphy.

Discuss how Clever Coyote uses the number
line to round each of the numbers. For
example, on page 12, when counting
roadrunners, Clever Coyote says, 21 is very
close to 20, 12 is close to 10, 17 is closer to
20 than to 10, and 8 is almost 10.

Ask students: Why is it easier to add
numbers after the numbers have been
rounded to the nearest ten? How close to the
exact sum was Clever Coyotes answer?
How close did Clever Coyote get to the exact
Students can find each number on
their own number lines. Be sure to
point out to students what Clever
Coyote did when she needed to
round the number 25. When a
number is exactly in the middle
between the round numbers on
the number line, mathematicians
always round up to the next 10.
So, Clever Coyote rounded 25 to
30.
number of lizards and grasshoppers?

3. Review the 4-step problem-solving process
with students.
In TEKS 3.14 (B), the student is
expected to understand the
problem, make a plan, carry out
the plan, and evaluate the solution
for reasonableness.

4. Show Transparency/Handout 3, Lets
Practice Rounding. Use the 4-step plan to
work the problem.

Mr. Russell works in a toy store. Today, a
customer wants to buy a birthday gift for
about $20.00. Should Mr. Russell show her a
board game for $18.00, a stuffed animal for
$23.00, or a skateboard for $27.00? You can
help Mr. Russell by rounding each amount to
the nearest ten.

Encourage students to use their number
lines to help them round the numbers.

Have students work the other problems.
A method that can be used to help
students comprehend the problem
situation is:
a. Have students read the problem
chorally. You will set the pace and
then fade out so that you can key
in on the students oral reading
behaviors. Make note of any
difficulties (slowing down, voices
dropping out, vocabulary,
mispronunciations, etc).
b. Remove the problem, and ask
students to tell you what they
remember about the problem.
Restate each students
contribution. It is likely that
students will have only partial or
incorrect recall of the details in the
problem. Emphasize the need for
rereading any problem.
c. Show the problem again, and
repeat step a.
d. Remove the problem again, and
elicit details from the students,
restating each students
contribution.
e. Finally, present the problem
again and clarify anything that
might have caused difficulty during
the reading of the problem.

5. Use Transparency/Handout 4 for a game
board for each student.

Have the students decide where on their
game boards they want to write the numbers
that are listed at the top of the transparency.

This strategy will allow for each
game board to have numerals
written in different squares.
6. The teacher or a student draws number
cards, (Transparency/Handout 5), and calls
out that number.

Each student must round the number called
to the nearest ten. If that rounded number
appears on the students card, he or she
may cover it with a chip.

The first person to cover four in a row,
column, or diagonal is the EASY winner.

Students should use their number
lines if they need help deciding to
which ten their number is nearest.
7. Now the students should use rounding to
estimate the sums and differences on
Transparency/Handout 6, Make It Easy
Problems.
Remember that according to the
refined TEKS, there are no rules
for rounding. Using a number line
is one strategy used to round
numbers.

Homework: Have students create their own problems to estimate sums and
differences.


Number Line
To make the centimeter Number Line:

Cut on the dotted lines.
Overlap the ends, putting the 20 from the first strip on top of the 20 on the second strip.
Continue overlapping in the same way, putting the 40 on the 40, the 60 on the 60, and the 80 on the 80.
Make sure the centimeters are accurate at the overlapped edges.
Tape the strips together.

Transparency/Handout 1


0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120

120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140

Lets Practice Rounding

You can round numbers to the nearest ten to tell about how many or how much. When you
round a number to the nearest ten, you find the ten it is nearest to on the number line.
Remember that if the number is exactly halfway between the two tens, mathematicians always
round to the greater ten.

1. Mr. Russell works in a toy store. Today, a customer wants to buy a birthday gift for about
$20.00. Should Mr. Russell show her a DVD for $18.00, a stuffed animal for $23.00, or
rollerblades for $27.00? You can help Mr. Russell by rounding each amount to the
nearest ten.

First, think about which two tens on the number line the number comes between.
Decide which ten the number is nearer.

Is 18 nearer to 10 or 20? ______ Round $18 to $_____.
10 11 12 13 14 15 16 17 18 19 20

20 21 22 23 24 25 26 27 28 29 30

20 21 22 23 24 25 26 27 28 29 30
The DVD costs about $___________.

The stuffed animal costs about $_________.

The rollerblades cost about $__________.

Which gifts should Mr. Russell show the customer? Why?

Which gifts should Mr. Russell not show the customer? Why?


2. Use the number line to round each number to the nearest ten.

70 71 72 73 74 75 76 77 78 79 80

76 73 78 75 72 79

3. Use the following numbers to answer these questions:

38 54 68 61 44 59 65 48

Which of the above numbers round to 40? _____________________




4. Lauren has a total of $20.00. Katherine has a total of $30.00. J eff has $22.00. Is his total
closer to Laurens total or to Katherines total?

5. If Susan rounds the number of dollars she has to the nearest ten, she would say she has
$30.00. What is the least number of dollars she could have? Explain your answer.

EASY Game Board

This is the EASY game board. Write one numeral in each square of the game board.
You do not have to use all of the numerals. You may use numerals more than once.

Here are the EASY numerals:
10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120, 130, 140, 150, 160, 170, 180, 190,
200.
E A S Y

Number Cards

94 89 78 66 51 45
11 24 35 46 53 62
33 28 12 59 18 22
47 81 39 72 64 96


Number Cards (continued)

15 29 36 55 68 26
101 118 147 153 182 196
111 126 134 199 175 162
168 175 154 123 181 156


Make It Easy!

When numbers are rounded to the nearest ten, it is easy to estimate sums and
differences. On these problems, round the numbers first and then estimate their
sums or differences.

1. Mr. Russell works in a toy store. Today, a customer wants to buy gifts for each of
his four children. He selected a stuffed animal for $12.00, a doll for $18.00, an
art set for $21.00, and a set of building blocks for $27.00. About how much did he
spend before taxes?

2. Three children have been saving their money all year so they could buy a
present for their mother on Mothers Day. Lauren has a total of $27.00.
Katherine has a total of $32.00. J eff has $22.00. About how much money do
they have altogether?

3. Susan has 58 trading cards and Chuck has 36 trading cards. About how many
trading cards do they have together? About how many more does Chuck need
to have as many as Susan?

4. Chris saved $32.00. The bike she wants costs about $115.00. About how much
more does Chris need to save to buy the bike?

5. Estimate which sum is about 500. Circle the correct number sentence.

555 +75 =?

310 +289 =?

423 +86 =?

245 +225 =?


Coyotes All Around-Stuart Murphy

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Mathematics TEKS Refinement 2006 K-5 Tarleton State University

Number, Operation, and Quantitative Reasoning Grade 3

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