Place Value, Rounding, Addition, and Subtraction

Lesson 11

Objective

Round multi-digit numbers to any place value.

Common Core Standards

Core Standards

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

Foundational Standards

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  • 3.NBT.A.1

Criteria for Success

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  1. Round multi-digit numbers to any place value using a number line to justify reasoning. 
  2. Know 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.
  4. Understand the advantages and disadvantages of rounding a value to various place values, including the precision of rounding a number to a smaller place value (MP.6) and ease of working/operating when rounding a number to a larger place value.

Tips for Teachers

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Before the Problem Set, you could have students play "Becca's Battle" from Building Conceptual Understanding and Fluency Through Games by the Public Schools of North Carolina.

Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 3 (benefits from worked example). Find more guidance on adapting our math curriculum for remote learning here.

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  • Problem Set
  • Student Handout Editor
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Anchor Tasks

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Problem 1

Is 4,125 closer to 4,100 or 4,200? Plot 4,100 and 4,200 on the two outermost spots on the number line below. Then plot 4,125 to prove your answer.

Guiding Questions

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Problem 2

a. The number 85,632 lies between 82,630 and 82,640 on the number line. Is 85,632 closer to 82,630 and 82,640 on the number line?

b. Which hundred is 85,632 nearest to on the number line? Plot 85,600 and 85,700 on the two outermost spots on the number line below. Then plot 8,263 to prove your answer.

c. Which thousand is 85,632 nearest to on the number line? Plot 85,000 and 86,000 on the two outermost spots on the number line below. Then plot 85,632 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 The Match Foundation, Inc.

Problem 3

  1. Solve. 
    1. 147,591 rounded to the nearest hundred thousand is ________________.
    2. 147,591 rounded to the nearest ten thousand is ________________.
    3. 147,591 rounded to the nearest thousand is ________________.
    4. 147,591 rounded to the nearest hundred is ________________.
    5. 147,591 rounded to the nearest ten is ________________.
  2. What do you notice about the rounded values in #1? What do you wonder?  

Guiding Questions

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References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic C > Lesson 9Concept Development

Grade 4 Mathematics > Module 1 > Topic C > Lesson 9 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

Problem Set & Homework

  • Problem Set

    • Problem Set Answer Key
  • Homework

    • Homework Answer Key

Discussion of Problem Set

  • Look at #3b. How did you round this number to the nearest hundred thousand? What made it more challenging to do so?
  • Look at #5a. How did you round this number to the nearest thousand? What made it more challenging to do so?
  • Look at #8. What happened when you rounded the same value to various place values? Which estimate is the most precise?
  • Tell your partner your steps for rounding a number. Which step is most difficult for you? Why? 
  • What makes 5 special in rounding?
  • How does the number line help you round numbers? Is there another way you prefer? Why?
  • What is the purpose of rounding?
  • When might we use rounding or estimation?
  • What are the advantages and disadvantages of rounding to a large place value? A small place value?

Target Task

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Problem 1

Round 765,403 to the given place value: 

Thousand __________________ 

Ten thousand __________________ 

Hundred thousand __________________ 

References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic C > Lesson 9Exit Ticket, Question #1

Grade 4 Mathematics > Module 1 > Topic C > Lesson 9 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by The Match Foundation, Inc.

Problem 2

There are 16,850 Star coffee shops around the world. Round the number of shops to the nearest thousand and ten thousand. Which answer is more precise? Explain your thinking using pictures, numbers, or words.

References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic C > Lesson 9Exit Ticket, Question #2

Grade 4 Mathematics > Module 1 > Topic C > Lesson 9 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Mastery Response

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