Primary Type: Formative Assessment
Status: Published
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Resource ID#: 56249
Rounding to the Thousands Place
Students are asked to round four numbers to the thousands place and explain their reasoning
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, round, thousands, close, five or more, rounding rules
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_RoundingToTheThousandsPlace_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Note: This task may be implemented individually, in small groups, or in a whole-group setting. If the task is given in a whole-group setting, the teacher should ask each
student to explain his or her thinking and strategy.
1. The teacher provides the student with the Rounding to the Thousands Place worksheet and reads the directions with the student to ensure understanding.
2. After at least one of the following problems, the teacher should ask the student, “Can you explain how you rounded this number to the thousands place?" 1. 34,500
2. 987,054
3. 879
4. 1,449
3. If the student’s explanation does not indicate an understanding of the role of place value in rounding, the teacher asks, “Can you tell me why 34,500 rounds to 35,000?”
If necessary, the teacher probes with, “What is the closest multiple of 1,000 to that number?”
TASK RUBRIC
Getting Started
page 1 of 3 Misconception/Error
The student does not understand the convention for rounding and holds any of several misconceptions about what it means to round to the thousands place.
Examples of Student Work at this Level
The student explains that rounding to the nearest thousand means writing the ones, tens, and hundreds digits as zeros. The student does not know what to do with the
three-digit number or writes it as 000.
The student always rounds up (e.g., rounds the numbers to 35,000; 988,000; 1,000; 2,000).
The student attempts to round by increasing the value of each digit by one (e.g., rounds 34,500 to 35,611).
Questions Eliciting Thinking
Can you round these numbers to the nearest 100? How would you round 860 to the nearest 100? Which digit do you have to look at when rounding to hundreds? 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 appear to have been rounded to the hundreds place: 2,300, 810, 400, 28, 100, and 3,980? 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. 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. e.g., If the student is rounding 432 to the nearest 100, ask the student
to find the next smallest multiple of 100 (e.g., 400) and the next largest multiple of 100 (e.g., 500). Then, guide the student to consider which of these multiples is closest
to 432 on the number line.
Model for the student how to round a variety of numbers to the nearest thousand. Do a "think-aloud" for the student (e.g., verbalize thinking about place value and finding
the nearest multiple of 1,000 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 Ten (3.NBT.1.1) or Rounding to the Nearest Hundred (3.NBT.1.1).
Moving Forward
Misconception/Error
The student has some understanding of the convention for rounding but holds misconceptions about the process for rounding.
Examples of Student Work at this Level
The student correctly rounds to the thousands place but omits any digits to the left of the thousands place (e.g., rounds 34,500 to 5,000).
The student correctly rounds to the thousands place but leaves the remaining digits to the right the same (e.g., rounds 34,500 to 35,500).
The student struggles to round when the critical digit is five. The student correctly rounds 987,054; 879; and 1,449. However, the student does not know whether to
round 34,500 to 34,000 or 35,000.
The student decreases the value of the critical digit when rounding down (e.g., rounds 987,054 to 986,000).
The student correctly rounds but is consistently one place off when rounding. The student understands the rules for rounding yet, when asked to round to the thousands
place, he or she rounds to the ten thousands or hundreds place (e.g., rounds 34,500 to 30,000).
Questions Eliciting Thinking
Let’s look at the numbers 34,500 and 987,054 again. What digits were you looking at when you rounded to the nearest thousand?
Can you skip count by thousands? Which two multiples of 1,000 are 879 between? Is it closer to zero or to 1,000?
Instructional Implications
Guide the student to consider the hundreds digit when rounding to the nearest 1,000, regardless of how many digits the number contains. Be sure the student
understands that when rounding to the thousands place, all digits to the right of this place will be zero. Also, guide the student to round by finding the nearest multiple of
1,000. e.g., If the student is rounding 14,200 to the nearest 1,000, ask the student to find the next smallest multiple of 1,000 (e.g., 14,000) and the next largest multiple
of 1,000 (e.g., 15,000). Then, guide the student to consider which of these multiples is closest to 14,200 on the number line.
If the student is off by one place value, review the process of rounding with him or her to help ensure that the student considers the digit in the appropriate place when
determining how to round.
Almost There
Misconception/Error
The student cannot use a place value understanding to explain how to round to the thousands place.
Examples of Student Work at this Level
The student knows the convention for rounding and is consistent in its application. However, when asked to explain the student is unable to explain the convention for
rounding in terms of place value.
page 2 of 3 The student says the digit in the hundreds place tells him or her whether to round up or round down, but cannot explain how this results in finding the multiple of 1,000 to
which the number is closest.
Questions Eliciting Thinking
Can you round 65 to the nearest 10?
How would you round 649 to the nearest 100? What about 651?
What about 34,500? Which thousand is it closer to 34,000 or 35,000? Do you know the convention we use in mathematics when this happens (when the number is
exactly between two multiples of 1,000)?
Instructional Implications
Using a number line, model for the student how to determine the nearest multiple of 1,000 to the given number. Explain that correctly using the rounding procedure
results in finding the nearest multiple of 1,000.
Model for the student how to round a variety of numbers to the nearest 1,000. Do a "think-aloud" for the student (e.g., verbalize thinking about place value and finding
the nearest multiple of 1,000 while rounding numbers) so that the student can observe the kind of mathematical thinking that one engages in when rounding.
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 1,000. In addition, the student can explain how the rounding procedure results in finding the nearest multiple of
1,000. e.g., The student says, “You round up when the hundreds digit is 5, 6, 7, 8, or 9 because that means that the number is closer to the next thousand. If the digit is
0, 1, 2, 3, or 4, the number is closer to the previous thousand."
Questions Eliciting Thinking
Can you round 9,821 to the nearest 1,000?
Instructional Implications
Have the student round numbers in which more than one digit is affected. e.g., Ask the student to round 39,542 to the nearest 1,000 or 4,971 to the nearest 100.
Extend the concept of rounding to fractions. Ask the student to locate fractions such as
,
,
, and
on a number line and round them to the nearest whole.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Rounding To The Thousands Place 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.4.NBT.1.3:
Description
Use place value understanding to round multi-digit whole numbers to any place.
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