Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 42725
Rounding to the Nearest 10
Students round one- to four-digit numbers to the nearest 10.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, rounding, place value, tens
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_RoundingtotheNearest10_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with a small group, or with a whole class.
1. The teacher provides the student with the Rounding to the Nearest 10 worksheet (or projects the worksheet using an overhead device) and reads the directions with
the student to ensure understanding.
2. The teacher should choose several responses and ask the student, "Can you tell me how you rounded this number? Can you explain your thinking?"
TASK RUBRIC
Getting Started
Misconception/Error
The student does not understand what it means to round to the nearest 10.
Examples of Student Work at this Level
The student:
Does not appear to have a strategy for rounding.
page 1 of 4 Rounds numbers (sometimes incorrectly) to the nearest five and does not round 496.
Rounds all of the numbers up (i.e., writes 10, 50, 80, and 1220) and does not know how to round 496 or rounds all of the numbers down (i.e., writes 40, 70, 490, and
1210) and does not know how to round 3.
Changes all but the left-most digit to zeros (i.e., writes 3, 40, 70, 400, and 1000).
Questions Eliciting Thinking
What digit do you think you need to look at when rounding to the nearest 10? 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 tens place: 46, 80, 430, 28, 792, 3980? Why do you think that?
Let"s look at 832. Can you tell me what is the next smallest multiple of ten?
Instructional Implications
Provide the student with direct 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. Teach the rules for rounding but also guide the student to round by finding the nearest multiple of 10. For example, if the student is rounding
432 to the nearest 10, ask the student to find the next smallest multiple of 10 (i.e., 430) and the next largest multiple of 10 (i.e., 440). Then, guide the student to
consider to which of these multiples 432 is closest to (on the number line).
Give the student more practice rounding a variety of numbers to the nearest 10.
Moving Forward
Misconception/Error
The student can only correctly round two- or three-digit numbers to the nearest 10.
Examples of Student Work at this Level
The student correctly rounds 47 to 50, 75 to 80, and may correctly round 496 to 500. The student is confused by numbers with one or four digits.
Questions Eliciting Thinking
Let’s look at the number 1214 again. Ignore the one in the thousands place and the two in the hundreds place. Think of this number as 14. What do you get when you
round 14 to the nearest 10? So, what should 1214, rounded to the nearest 10, be?
Can you skip count by tens? Which two multiples of 10 is 3 between? Is it closer to 0 or to 10?
Instructional Implications
Work with the student on rounding one- and four-digit numbers to the nearest 10. Guide the student to consider the ones digit when rounding to the nearest 10,
regardless of how many digits the number contains. Also, guide the student to round by finding the nearest multiple of 10. For example, if the student is rounding 1214 to
the nearest 10, ask the student to find the next smallest multiple of 10 (i.e., 1210) and the next largest multiple of 10 (i.e., 1220). Then, guide the student to consider to
which of these multiples 1214 is closest (on the number line).
Give the student more practice rounding a variety of numbers to the nearest 10.
Almost There
Misconception/Error
The student makes an error rounding only one of the numbers.
Examples of Student Work at this Level
The student correctly rounds all of the numbers except:
Three. The student rounds three up to 10.
page 2 of 4 75. The student does not remember the convention for rounding when the critical digit is five.
496. The student knows to round up but is confused by the nine in the tens place.
1214. The student is uncertain what to do and inserts a digit of zero in 1214.
Questions Eliciting Thinking
Do you know the rules for rounding? What digits tell us to round up and which tell us to round down? Do you know what to do when the critical digit is five?
Which digit did you look at to round 496? What does that digit tell you to do? What do you think we could round the nine up to?
Instructional Implications
Provide feedback to the student concerning the error and allow the student to correct his or her work. If needed, review rounding numbers when the critical digit is five.
Acknowledge that numbers like this can be rounded either up or down but the convention is to round them up unless the context requires that one do otherwise.
Give the student more practice rounding a variety of numbers to the nearest 10.
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 10. In addition, the student can correctly explain how he or she rounded each number.
Questions Eliciting Thinking
Can you round 555 to the nearest 10? 100? 1000?
Can you round 991 to the nearest 10?
Instructional Implications
Have the student round numbers to the nearest 100. Consider implementing MFAS task Rounding to the Nearest Hundred (3.NBT.1.1).
Extend the concept of rounding to fractions. Ask the student to locate fractions such as 1/4, 3/8, 2/3, and 3/4 on a number line and round them to the nearest whole.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Rounding to the Nearest 10 worksheet (optional)
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
page 3 of 4 Name
MAFS.3.NBT.1.1:
Description
Use place value understanding to round whole numbers to the nearest 10 or 100.
page 4 of 4