Rounding

Grade Level
Second
Time Needed
60 minutes

Materials Needed
Common area
Whiteboard
Document camera
Pencil
Scrap paper
Duck Toy
Duck Hunter Outfit
Rounding Helper Sheet
Worksheet given
Vocabulary
Number Line
About
Round
Estimate
Reasonable
Nearest ten

Introduction:
This lesson is part of a unit on mental math. The first
part of the unit was on using place value to mentally add
and subtract. This will be the first lesson of three on
rounding. It will incorporate aspects of the first part of
the unit by drawing on strategies of the mental math
taught.

Background:
The background knowledge needed consists of knowing
how a number line works, being able to add and subtract
with three-digit numbers, and knowing place value.

Standard(s):
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies
based on place value, properties of operations, and/or
the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based
on place value and properties of operations.

CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and
the properties of operations.
CCSS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, ..., and
represent whole-number sums and differences within 100 on a number line
diagram.

Guiding Question:
What are some strategies to round numbers to the nearest ten?

I Can Statement(s):
I can round two digit numbers to the nearest ten.

Engagement:
Write the I can statement on the board. Gather the students in a group
(circle area). Introduce Doug the Duck, aka a duck dog toy. Dress up as a
duck hunter. Tell a story about how Doug is a great friend who lives in the
woods across the street from the pond. Each morning Doug needs to go to
the river to search for duck food. Each morning Doug has to cross the street.
But every morning there is a big truck that comes barreling down the street.
Tell about three mornings.
The first morning Doug takes about two steps across the street and
sees the truck coming. (Begin to cross a road that has been set up,
i.e. the length of circle area.) Ask the students what Doug should do?
Eventually get them to realize he should turn around and wait for the
truck to pass.
The second morning Doug almost makes it across the road and sees
the truck coming. (Pretend to cross the road.) What should he do? He
should finish crossing because it takes the shortest amount of time.
The third morning Doug gets halfway across before he sees the truck.
(Cross halfway.) What should Doug do? Doug should cross to the pond
since it will take the same amount of time.

Exploration:
The next part of the lecture will be based on applying the story to the
concept. It will begin with a simple explanation of what rounding is.
Its when we go to the nearest one, ten, or hundred. Today we will be
going to the nearest ten. Rounding gives us easy numbers like 10, 20,
and 30. It is for when we have problems where we dont need the
exact answer but just need to estimate. (Go over definition of
estimate.) We use rounding to estimate. Give examples of when we
estimate. (Shopping, wallpaper, carpet, amount of wood for a project,
make copies, time, etc) Also can use to find if our answer is
reasonable, but we will go over that tomorrow.
If one knows how to skip count by tens (skip count by tens) and know
how to put numbers in order, than on round to the nearest ten.
Go over making number lines and how the greater value is on the
right.

Explanation:
Introduce Rounding Helper sheet. Use this to round four to five numbers
together as a class. Connect it to the story of Doug the Duck. Each sentence
should be____ is about ____ when rounded to the nearest ten. Partner
students up to complete side one of the worksheet together.

Extension:
Have students work alone on side two of the worksheet together.

Evaluation:
Turn the worksheet in as a form of formative assessment.

Differentiation:
The lower students (Christopher, Kahli) will work with Mrs. Tollas in the
hallway. Chase and Thomas will work together as well so that direct support
can be implemented by Mr. Schmidt.

Reflection:

Rounding Helper--

Side One--Round to the nearest ten

56 is about ____ when rounded to the nearest ten

12 is about ____ when rounded to the nearest ten

94 is about ____ when rounded to the nearest ten

43 is about ____ when rounded to the nearest ten

52 is about ____ when rounded to the nearest ten

17 is about ____ when rounded to the nearest ten

8 is about ____ when rounded to the nearest ten

25 is about ____ when rounded to the nearest ten

98 is about ____ when rounded to the nearest ten

73 is about ____ when rounded to the nearest ten

81 is about ____ when rounded to the nearest ten

78 is about ____ when rounded to the nearest ten

Side Two--Round to the nearest ten

54 is about ____ when rounded to the nearest ten

18 is about ____ when rounded to the nearest ten

7 is about ____ when rounded to the nearest ten

28 is about ____ when rounded to the nearest ten

95 is about ____ when rounded to the nearest ten

71 is about ____ when rounded to the nearest ten

82 is about ____ when rounded to the nearest ten

75 is about ____ when rounded to the nearest ten

62 is about ____ when rounded to the nearest ten

4 is about ____ when rounded to the nearest ten

56 is about ____ when rounded to the nearest ten

24 is about ____ when rounded to the nearest ten