Rounding to Nearest 10 or 100: Concrete Level

More Teaching Plans on this topic: Representational, Abstract

PHASE 4: Maintenance

I. Center Time

Purpose: to provide students periodic opportunities to maintain mastery of a skill previously learned and mastered.

*See the description of the center activity described in the section “Instructional Phase 2: Facilitate Acquisition to Mastery – Student Practice

II. Problem of the Day

Purpose: to provide students periodic opportunities to maintain mastery of a skill previously learned and mastered.

Materials:

Teacher –

• Visual platform to display concrete objects and supporting materials (e.g. number line)
• Appropriate materials

Students -

• Pencil and paper for writing.

Description:

Students respond to the “Problem of the Day” when they first arrive or at the beginning of math time.

Display a row of concrete materials on a number line. The number representing the value to be rounded is circled. A set of objects that represents those “counted on” to the next higher ten or hundred is positioned slightly above the “original” row of objects representing the numerical value to be rounded. The set of objects that represent those “counted back” are moved slightly above the “original” row as well. A variety of prompts or questions could be written that students respond to:

• What ten/hundred should the number be rounded to?
• Why?
• How many to reach the higher ten/hundred?
• How many to reach the lesser ten/hundred?

Students can respond in writing or they can respond orally to the teacher on an individual basis (if writing is a difficult process for them). The teacher can take a minute or two after students have had the opportunity to respond to discuss the “Problem” and elicit student ideas and provide corrective feedback and modeling.

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