Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 42728
Rounding to the Nearest Hundred
Students round two-, three-, and four-digit numbers to the nearest hundred.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, rounding, place value, hundreds
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_RoundingtotheNearestHundred_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 Hundred worksheet (or projects the worksheet using an overhead device) and reads the directions
with the student to ensure understanding.
2. The teacher should 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 holds any of several misconceptions about what it means to round to the nearest 100.
Examples of Student Work at this Level
The student:
Rewrites each number without rounding.
Rounds to another place such as the tens place (either correctly or not).
page 1 of 4 Changes all but the left-most digit to zeros. The student explains that rounding to the nearest 100 means writing the ones and tens digits as zeros.
Always rounds up (i.e., writes the numbers as 100, 500, 700, and 1500).
Questions Eliciting Thinking
Can you round these numbers to the nearest 10? How would you round 86 to the nearest 10? Which digit do you have to look at when rounding to tens? Why?
What digit do you think you need to look at when rounding to the nearest 100? 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 hundreds place: 2300, 810, 400, 28, 100, 3980? Why do you think that?
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. Next, introduce rounding three-digit numbers to the nearest 100. Finally, have the student round two-and four-digit numbers to the nearest
100. Teach the rules for rounding but also guide the student to round by finding the nearest multiple of 100. For example, if the student is rounding 432 to the nearest
100, ask the student to find the next smallest multiple of 100 (i.e., 400) and the next largest multiple of 100 (i.e., 500). Then, guide the student to consider which of
these multiples 432 is closest to (on the number line).
Model for the student how to round a variety of numbers to the nearest hundred. The teacher should do a think-aloud (i.e., verbalize his or her thinking while rounding
numbers so that the student can observe the kind of mathematical thinking that one engages in when rounding).
Consider using MFAS task Rounding to the Nearest 10 (3.NBT.1.1).
Moving Forward
Misconception/Error
The student can only round three-digit numbers to the nearest 100.
Examples of Student Work at this Level
The student correctly rounds 432 to 400. When rounding 1420 to the nearest 100, the student rounds to 1000. The student does not know how to round 86 to the
nearest 100 or rounds 86 to the nearest 10.
Questions Eliciting Thinking
Let’s look at the numbers 86 and 1420 again. What digits were you looking at when you rounded to the nearest hundred?
What if you ignore the one in the thousands place in 1420 and think of this number as 420. Can you round 420 to the nearest 100? So, what should 1420, rounded to the
nearest 100 be?
Can you skip count by hundreds? Which two multiples of 100 is 86 between? Is it closer to 0 or to 100?
Instructional Implications
Work with the student on rounding two- and four-digit numbers to the nearest 100. Guide the student to consider the tens digit when rounding to the nearest 100,
regardless of how many digits the number contains. Also guide the student to round by finding the nearest multiple of 100. For example, if the student is rounding 1420 to
the nearest 100, ask the student to find the next smallest multiple of 100 (i.e., 1400) and the next largest multiple of 100 (i.e., 1500). Then, guide the student to
consider which of these multiples 1420 is closest to (on the number line).
page 2 of 4 Almost There
Misconception/Error
The student does not know whether to round up or not when the critical digit is five.
Examples of Student Work at this Level
The student correctly rounds 86, 432, and 1420 but does not know whether to round 650 to 600 or 700.
Questions Eliciting Thinking
Can you round 65 to the nearest 10?
How would you round 649 to the nearest 100? What about 651?
Instructional Implications
Provide direct instruction on 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.
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 100. In addition, the student can correctly explain how he or she rounded each number.
Questions Eliciting Thinking
Can you round 5675 to the nearest 10? 100? 1000?
Can you round 9821 to the nearest 1000?
Instructional Implications
Have the student round numbers in which more than one digit is affected. For example, ask the student to round 397 to the nearest 10 or 4971 to the nearest 100.
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 Hundred 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
Name
Description
page 3 of 4 MAFS.3.NBT.1.1:
Use place value understanding to round whole numbers to the nearest 10 or 100.
page 4 of 4