Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 56918
Shopping for Produce
Students are asked to round numbers given in a context to the nearest hundredth.
Subject(s): Mathematics
Grade Level(s): 5
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, decimals, rounding, hundredths, context, real-world, rounding rules
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_Shopping For Produce_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually or in small groups.
1. The teacher provides the student with the Shopping for Produce worksheet.
2. The teacher reads the following scenario:
Eli is making a fruit salad to share with his class and went to the store with his mom to buy the fruit. While there, he decided to calculate the cost of each type of fruit he
is buying for the salad. His calculations are in the table below. His calculations resulted in numbers that extended beyond the hundredths place. Since we only have coins
that count up to the hundredths place, round to find how much Eli actually spent on each type of fruit.
3. The teacher then reads the following to describe each row in the chart, but pauses between each problem to allow the student sufficient time to round each number.
Eli bought three and twenty-four hundredths pounds of bananas. The bananas cost 69 cents per pound. Eli multiplied three and twenty-four hundredths by 69 cents
and said the answer is two and two thousand three hundred fifty-six ten-thousandths dollars. But when we calculate dollars and cents we only go to the nearest
hundredth of a dollar. How much did Eli actually pay for the bananas if we only pay to the nearest hundredth?
Eli bought five and one tenth pounds of oranges. The oranges cost $2.34 per pound. Eli multiplied five and one-tenth by $2.34 and said the answer is eleven and
nine hundred thirty-four thousandths dollars. How much did Eli actually pay for the oranges?
Eli bought two and thirty-five hundredths pounds of apples. The apples cost $1.99 per pound. Eli multiplied two and thirty-five hundredths by $1.99 and said the
answer is four and six thousand seven hundred sixty-five ten thousandths dollars. How much did Eli actually pay for the apples?
Eli bought one and eight-tenths pounds of strawberries. The strawberries cost $2.99 per pound. Eli multiplied one and eight-tenths by $2.99 and said the answer is
five and three hundred eighty-two thousandths dollars. How much did Eli actually pay for the strawberries?
page 1 of 4 4. If the student struggles to determine the answer for each, the teacher can ask, “How would you round each of these numbers to the nearest hundredth?”
TASK RUBRIC
Getting Started
Misconception/Error
The student does not understand the concept of rounding.
Examples of Student Work at this Level
The student:
Moves the location of the decimal point or rewrites numbers in nonequivalent forms.
Changes one digit (in either the ones or the tenths place).
Questions Eliciting Thinking
What does it mean to round a number? Can you round these numbers to the nearest whole number?
Let’s look at the number $2.2356 again. What digit is in the hundredths place? What is the value of the five?
What do you think you need to look at when rounding to the nearest hundredth? Why?
Do you know the rules for rounding? When do you round up? When do you round down?
Can you tell me which of these numbers look like they have been rounded to the hundredths place: 100.4, 478.032, 8.03, 7.560, 64.61? Why do you think that?
Instructional Implications
Provide the student with instruction on how to round. Begin by rounding two-digit numbers to the nearest 10. Then introduce rounding three- and four-digit numbers to
the nearest 10. Next, introduce rounding three-digit numbers to the nearest 100.
Review the place value of decimal digits and introduce rounding to the nearest tenth. Then model for the student how to round numbers to the nearest hundredth. The
teacher should do a “think­aloud” (e.g., verbalize his or her thinking as he or she rounds numbers so that the student can observe the kind of mathematical thinking that
one engages in when rounding). Provide a variety of numbers for the student to round to both the nearest tenth and nearest hundredth.
Moving Forward
Misconception/Error
The student consistently rounds to the wrong place.
Examples of Student Work at this Level
The student rounds correctly but rounds to either the ones or tenths place.
page 2 of 4 Questions Eliciting Thinking
Let’s look at the number $2.2356 again. What digit is in the hundredths place? What digit should you consider when you round to the nearest hundredth? Is $2.2356
closer to $2.23 or $2.24?
How is rounding to the nearest hundredth different from rounding to the nearest tenth (or whole number)?
Instructional Implications
Review the differences among rounding to the nearest whole number, tenths, and hundredths. Guide the student to round each number to each of these three places.
Remind the student to consider the thousandths digit when rounding to the nearest hundredth, regardless of how many digits the number contains.
Also, consider using a number line scaled to hundredths. Assist the student in determining to which multiple of 0.01 the number is closest. Explain that correctly using the
rounding procedure results in finding the nearest multiple of 0.01.
Provide the student with additional word problems and ask the student to explain to which number, written in terms of dollars and cents, a given amount is closest.
Almost There
Misconception/Error
The student rounds to the hundredths place but makes an error.
Examples of Student Work at this Level
The student rounds each number to the hundredths place but makes an error when rounding one of the numbers.
Questions Eliciting Thinking
There is a mistake in one of your answers. Can you check your work to see if you can find it?
How would you round 0.5603 to the nearest hundredth? What about 0.999?
Instructional Implications
Assist the student in locating and correcting his or her error. Then provide additional decimal numbers and ask the student to round each to the nearest hundredth.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student correctly rounds each number to the nearest hundredth:
1. $2.24
2. $11.93
3. $4.68
4. $5.38
Questions Eliciting Thinking
Can you round $6.989 to the nearest hundredth? How about the nearest tenth?
Instructional Implications
If the student leaves additional zeroes to the right of the hundredths place, indicate to the student that he or she is technically correct since $2.2400 = $2.24. However,
convey to the student that writing a number as $2.2400 suggests that it has been rounded to the ten-thousandths place so the two right-most zeros should be omitted.
On the other hand, be sure the student understands that when rounding a number such as 142.01 to the tenths place, the zero to the right of the decimal point should
be written (142.0) since it conveys that the number has been rounded to the tenths place.
Ask the student the following questions to ensure understanding of this idea.
What number could be rounded to 12.407 when rounding to the thousandths place?
What number could be rounded to 0.0026 when rounding to the ten-thousandths place?
What number could be rounded to 142.000 when rounding to the thousandths place?
Have the student round numbers in which more than one digit is affected (e.g., ask the student to round 7.89956 to the nearest hundredth).
Extend the concept of rounding to fractions. Ask the student to locate fractions such as
,
,
, and
on a number line and round each to the nearest tenth.
ACCOMMODATIONS & RECOMMENDATIONS
page 3 of 4 Special Materials Needed:
Shopping for Produce worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.5.NBT.1.4:
Description
Use place value understanding to round decimals to any place.
page 4 of 4