Place Value, Rounding, Addition, and Subtraction

Lesson 10

Math

Unit 1

4th Grade

Lesson 10 of 19

Objective


Round multi-digit numbers to their largest place.

Common Core Standards


Core Standards

  • 4.NBT.A.3 — Use place value understanding to round multi-digit whole numbers to any place.

Foundational Standards

  • 3.NBT.A.1

Criteria for Success


  1. Round multi-digit numbers to their largest place using a number line to justify reasoning. 
  2. Understand that, by convention, a number at the midpoint between two benchmarks is rounded to the larger of the two benchmarks. 
  3. Use the $$\approx$$ symbol to record estimations.

Tips for Teachers


You’ll want to avoid using terms like “round up” and “round down” since these terms can be confusing for students. “Rounding up” a number results in a change in the value of the place to which you’re rounding, where “rounding down” does not. Often students will change the value mistakenly as a result.

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Anchor Tasks


Problem 1

Is 4,175 closer to 4,000 or 5,000? Plot 4,000 and 5,000 on the two outermost spots on the number line below. Then plot 4,175 to prove your answer.

Guiding Questions

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References

Illustrative Mathematics Rounding on the Number Line

Rounding on the Number Line, accessed on Sept. 11, 2017, 8:36 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem 2

a.   Round 84,500 to the nearest ten thousand. Record your answer using the $$\approx$$ symbol. 

b.   Round 973,120 to the nearest hundred thousand. Record your answer using the $$\approx$$ symbol.

c.   Round 1,500 to the nearest thousand. Record your answer using the $$\approx$$ symbol.

Guiding Questions

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Problem Set


Answer Keys

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Discussion of Problem Set

  • Look at #2c. What made this problem particularly challenging? What about #3c? 
  • How did #5 help prepare you for #6? 
  • Look at #7. Do you agree or disagree with Myles? Why or why not? 
  • Look at #8. What is the greatest number that, when rounded to the nearest ten thousand, rounds to 50,000? What’s the smallest? 
  • Look at #9. What did you get? How does this relate to the place value work we’ve done so far in this unit? 

Target Task


Problem 1

Round to the place mentioned below. Show or explain your thinking.

a.   Round 4,862 to the nearest thousand. 

4,862 ≈ ___________

b.   Round 308,724 to the nearest hundred thousand. 

308,724 ≈ __________

Student Response

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Problem 2

There are 97,385 people who live in Boulder, Colorado. Cathy thinks that rounds to about 100,000 people. Alonzo thinks it rounds to 90,000 people. Who rounded correctly, Cathy or Alonzo? Show or explain your thinking. 

Student Response

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

Word Problems and Fluency Activities

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Lesson 9

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Lesson 11

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Place Value of Multi-Digit Whole Numbers

Topic B: Reading, Writing, and Comparing Multi-Digit Whole Numbers

Topic C: Rounding Multi-Digit Whole Numbers

Topic D: Multi-Digit Whole-Number Addition and Subtraction

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