Rounding to Nearest 10 or 100: Representational Level

More Teaching Plans on this topic: Concrete, Abstract

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: to provide students multiple opportunities to choose the appropriate “ten” or “hundred” a number should be rounded to given a drawing of the number to be rounded and several choices.

Learning Objective 3: Round to the nearest ten/hundred by drawing using a number line.

Instructional Game

Materials:

Teacher -

• Generic game boards (*Game boards can be made by using manila folders or square pieces of tag-board and configuring multiple spaces (i.e. 15-30 spaces will provide multiple practice opportunities) that students can move game pieces on. A rectangle can be drawn on the game-board to represent where the response cards are placed. (At the beginning of the year, students can be taught how to make game boards and then these game-boards can be used throughout the year!) Game-boards can be as colorful/creative or as simple in nature as appropriate given your time and your student’s ability level.
• Dice or spinners
• Multiple sets of cards that have: Front - 1.) a number represented on a simple number line with drawings that represent the number and drawings used to “count on” and “count back” to the nearest ten or hundred; 2.) below the number line and drawings, several choices should be written for which “ten” or “hundred” the number should be rounded to are listed; Back – 1.) the correct choice is written. To facilitate making these cards, you can make one set of twenty using plain paper so that the number lines with drawings and choices are a size that can fit on one side of a 4x5 note-card. Number each example #1 - #20 in the top right corner so that each card has the number appear at the top right corner. Then you can make multiple copies of the one set, cut them out, paste them on note-cards, and laminate the note-cards – Students can assist in pasting the drawings/choices & answers on note-cards!
• A copy of the original set of problems so the teacher can check individual student response sheets.

Students -

• Each small group have a game-board, die or spinner, a set of cards.
• A sheet of paper to record which number example they respond to and whether they answered it correctly or not.

Description:

Activity:

Students can practice using a “game board” format where children can play in small groups using generic game boards (see description under “Materials.”). Students roll a die or spin a spinner. They pull a card from a stack of cards and make a choice. The card is then turned over to reveal the correct response. Students move the appropriate number of spaces on their game board if their answer is correct. Each card has drawings that represent the rounding process for a variety of numerical values on the front side. Also included on the front side are three to four choices for which “ten” or “hundred” the number should be rounded to. On the back of the card is written the correct response. Students play until someone reaches the “winning” space (the last space on the game board). Students start a new game. Students continue to play until the teacher signals that it is time to end. When the answer is revealed for each response, the student who answered the problem writes the number of the problem (written at top right corner of card) and places a check mark if they got it correct. They write a circle if they did not get it correct.

Instructional Game Steps:

1) Introduce game.

2) Distribute materials.

3) Provide directions for game, what you will do, what students will do, and reinforce any behavioral expectations for the game.

4) Provide time for students to ask questions.

5) Model how to respond to the card prompts.

6) Provide time for students to ask questions about how to respond.

7) Model how students can keep track of their responses.

8) Play one practice round so students can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.

9) Monitor students as they practice by circulating the room, providing ample amounts of positive reinforcement as students play, providing specific corrective feedback/ re-modeling skill as needed.

10) Play game.

11) Encourage students to review their individual response sheets, write the total number of “correct” responses under the “C” (Correct) column and do the same for the “H” (Help) column.

12) Review individual student response sheets to determine level of understanding/proficiency and to determine whether additional modeling from you.

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Expressive Level

Purpose: to provide students multiple opportunities to round to the nearest ten or hundred by drawing pictures on a number line.

Learning Objective 3: Round to the nearest ten/hundred by drawing using a number line.

Self-Correcting Materials

Materials:

Teacher -

• Sets of note-cards with appropriate prompts on the front and the answer on the back (e.g. on the front of the card appears the number to be rounded and a prompt to round to the nearest ten or nearest hundred by drawing. On the back is a drawing of the number line, a drawing of the number to be rounded, and drawings that represent the “count on” group of drawings and the ”count back” group of drawings. The “ten” or “hundred” the number is rounded to is circled. *As for the cards described under the Receptive/Recognition description, you may want to make a set of drawings (that are the size of a 4 x 5 note-card) on several pieces of copy paper and then make multiple copies. These drawings can them be pasted on note-cards and laminated. Advanced students can assist you to make drawings.
• Create sets of number lines that represent ten multiples (for rounding to the nearest ten) or hundred multiples (for rounding to the nearest hundred) on plain copy paper. Draw a line slightly above and to the left of each number line to provide a space for the student to write the number they are rounding. These “master copies” can then be copied multiple times to provide learning sheets for students to use. Copies can be placed in folders that are labeled “number lines –tens” and “number lines – hundreds.” Students can pull a learning sheet from one or both folders dependent on which skill they are working on.
  

Students -

• Learning sheets that have the appropriate set of number lines on them.
• A set of note-cards (see description above).
• Pencil for drawing and writing.
  

Description:

Activity:

Students respond to prompts written on the front of note-cards. Each prompt shows a number to be rounded and what the number should be rounded to, the “nearest ten” or “nearest hundred.” The student uses number lines provided on a learning sheet to draw the number on the number line and then draw the “count on” group and the “count back” group. Before drawing, students write the number they are rounding in the space provided next to each number line. Then, the student circles the ten or hundred the number should be rounded to. The student checks their answer by turning the card over where the correct drawing appears and the nearest ten or hundred is circled. Students mark whether their answer was correct or incorrect.

Self-correcting Materials Steps:

1) Introduce self-correcting material.

2) Distribute materials.

3) Provide directions for self-correcting material, what you will do, what students will do, and reinforce any behavioral expectations for the activity.

4) Provide time for students to ask questions.

5) Model responding/performing skill within context of the self-correcting material.

6) Model how students can keep check their responses.

7) Have students practice one time so they can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.

8) Monitor students as they work.

9) Provide ample amounts of positive reinforcement as students play.

10) Provide specific corrective feedback/ re-model skill as needed.

11) Encourage students to review their individual learning sheets, write the total number of “correct” responses under the “C” (Correct) column and do the same for the “H” (Help) column.

12) Review individual student performance record sheets.

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