Name of Math Skill/Concept: Rounding to the nearest ten and/or hundred by drawing pictures that represent concrete materials.
Prerequisite Skills
“"Counting on"” and “"counting
back"”
Counting by ones; “skip counting” by tens
Rounding to the nearest ten and/or hundred using concrete objects, including discrete counting objects (rounding to nearest ten) and base-ten materials (rounding to nearest hundred).
Learning Objectives
1) Round to the nearest ten by drawing pictures that represent concrete materials.
2) Round to the nearest ten/hundred by drawing pictures that represent base-ten materials.
3) Round to the nearest ten/hundred by drawing pictures using a number line.
Important Ideas for Implementation
1) Only teach students to round to the nearest ten and/or hundred after students have demonstrated mastery of performing these skills using concrete objects (See the Concrete Level Instructional Plan).
2) Teach rounding to the nearest ten or hundred at the drawing level without a number line before you teach rounding numbers using concrete materials and a number line (See Instuctional Objectives 3-5 under Explicit Teacher Modeling in the Concrete Level Instructional Plan). Students with learning difficulties often are moved too quickly into abstract level instruction before they have a solid understanding at a concrete or drawing level. A rapid progression to the abstract level makes it very difficult for these students to master the skill because they do not have the “concrete” and “representational” foundation to make the “abstract” meaningful.
