Round and Round We Go
Resource Overview Quantile® Measure:
410Q
Skill or Concept:
Use place value with thousands. (QT‐N‐600) Round whole numbers to a given place value. (QT‐N‐660)
Excerpted from:
Gourmet Learning 1937 IH 35 North Suite 105 New Braunfels, TX 78130 www.gourmetlearning.com © Gourmet Learning
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Unit 5 – Lesson 1
Number Concepts
Student Expectation: Students will round numbers in real-life situations
Cooperative Learning Rounding Numbers “Round and Round We Go”
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Teacher note: In this Cooperative Learning, students will randomly select numbers and then work through a Round Robin activity, reading real-life situations and rounding the numbers as directed. Group size: two to three students, no more than 8 groups Materials: scenario and rounding charts, pages 29-30; number cards, page 31; index cards; scissors; paper lunch sacks; blank transparency sheets; overhead markers Before class: Copy pages 29-30 for each group. Label 8 index cards with a letter, A-G. Tape each letter, in any order, to a desk or center table. Cut out the number cards, page 31, for each group, and place each set of numbers in a paper sack. Directions: • Distribute the scenario and rounding charts and a paper sack of numbers to each group. Assign each group a starting letter (A-H). • Each group will find the desk or table with its starting number and sit there. Then students will read the scenario with the corresponding letter on the chart. • Directly to the right of the scenario is the description of the numbers the group will draw to complete the problem. Students will complete the column marked “Actual Number” by drawing the numbers as directed. • In the column marked “Rounded Number,” students will round the actual number as directed in the scenario. Numbers drawn will be returned to the sack. • When every group has completed this process for its first scenario, all the groups will rotate one desk clockwise to a new scenario letter. Groups take their scenario and rounding charts and sack of numbers with them. • Each group will repeat this process 8 times altogether. • After all groups are finished, give each group one blank sheet of transparency paper and an overhead marker. • Using the last scenario completed, each group will record the scenario at the top of its transparency page. • Students will draw a table underneath the scenario with 2 columns and 9 rows. In the first row, first column, they will write the heading: Actual Number. In the first row, second column, they will write the heading: Rounded Number. • Students will then record their answers for this scenario on the second row. • Next, one person from each group will collect the answers from each of the other groups for this particular scenario. (It does not matter in what order the answers are collected.) Then he/she will return to his/her group. • Each group will check the transparency with the collected data and note any similarities and differences among the answers. • Finally, groups will present the record and their findings to the class.
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Gourmet Curriculum Press, Inc.©
Unit 5 – Lesson 1
Number Concepts
Student Expectation: Students will round numbers in real-life situations
Cooperative Learning—Scenario and Rounding Charts Rounding Numbers “Round and Round We Go” Scenario A—Seguro measured the amount of milk in the carton in the refrigerator. He found milliliters in the bottle. When his dad asked him how much milk was left, Seguro gave him the answer rounded to the nearest ten. What answer did he give his father? B—Henry’s grandfather took him on a trip over summer vacation. They drove a total of miles. When Henry told his friends about the trip, he rounded the total miles to the nearest hundred. What did Henry tell his friends?
Numbers to Draw
Actual Number
Rounded Number
Draw 2 numbers. The amount of milk will be a 3-digit number with a 2 in the hundreds place. The 2 numbers you drew will go in the tens and ones places.
Draw 1 number. Create a 3-digit number with a 5 in the tens place. The hundreds place and the ones place will both be the same number that you drew.
C—The neighborhood had Draw 2 numbers. new houses built. The Create a 2-digit number builder announced the number in either order. in a flyer, but he rounded the number to the nearest ten. What number did he state? D—The back of the schoolyard was filled with sunflowers. Twelve students counted them and came up with flowers. Each year, the students record the number of flowers (rounded to the nearest hundred) in a log book in the library. What number did they record this year?
Draw 1 number. The tens place will be a 4. The hundreds place will be an odd number greater than 1, but less than 4. The ones place will be the number you drew, and the thousands place will be one less than the number you drew. Gourmet Curriculum Press, Inc.©
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Unit 5 – Lesson 1
Number Concepts
Student Expectation: Students will round numbers in real-life situations
Cooperative Learning—Scenario and Rounding Charts Rounding Numbers “Round and Round We Go”
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Scenario
Numbers to Draw
E—Four Hawaiian men climbed to the top of a volcano. They estimated the height of the volcano’s peak, feet, to the nearest hundred. What height did they report to the newspaper when they climbed back down?
Draw 2 numbers, and place them on either side of a 9 to form a 3digit number.
F—There are many small towns in Texas. One not too far from where Don lives has a population of . The town’s population sign shows this number rounded to the nearest hundred. What number is on the sign?
Draw 4 numbers.
G—The ocean is very deep. Clive, a deep-sea diver, is going down to see some of the fish in a reef. He dives down feet. When divers set the depth for their tanks, they round to the nearest hundred. For what depth did Clive set his tank? H—Kay and Peggy live in cities not too far from each other. They still like to visit each other, and Kay drives miles weekly to meet her for lunch. When Kay reports the distance to her parents, she rounds it to the nearest ten. How many miles does she report?
Draw 2 numbers.
Create a 4-digit number with the numbers in decreasing order from the thousands place.
The number will be a 3-digit number with a 9 in the hundreds place and the 2 numbers you drew in the tens and ones places. Draw 1 number. Create a 2-digit number with a 9 in the tens place.
Gourmet Curriculum Press, Inc.©
Actual Number
Rounded Number
Unit 5 – Lesson 1
Number Concepts
Student Expectation: Students will round numbers in real-life situations
Cooperative Learning—Number Cards Rounding Numbers “Round and Round We Go”
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