FRACTIONS AND DECIMALS 17, PLACE VALUE 23_INVESTIGATION AND REFLECTION
(Year 4) ACMNA016, NSW MA2 7NA
Round a number with one or two decimal places to the nearest whole number.
GUIDED AND INDEPENDENT INVESTIGATIONS and REFLECTION
These investigations allow children to investigate and explain the concept in new and varied situations, providing formative
assessment data for both the child and the teacher. ‘Doing’ mathematics is not enough and is not a good indicator of
understanding.
Children investigate and explain independently over many lessons at just beyond their current level of understanding, informing
both themselves and the teacher of their current level of understanding. It is during independent investigation that deep understanding and
metalanguage develops.
As they investigate, allow children to experience confusion (problematic knowledge) and to make mistakes to develop
resilience and deep understanding, If children knew what it was they were doing, it wouldn’t be called learning!
GUIDE children through the INVESTIGATION process until they are ready to investigate INDEPENDENTly.
Children DISCUSS then RECORD their response to the REFLECTION question.
Teaching Segment and Video 1:
Round tenths.
These investigations and reflections are directly linked to Explicit Teaching, and also appear on the Explicit Teaching Plan. Instructions for students
appear on this PDF, on the corresponding Video and on the Explicit Teaching PowerPoint.

In pairs, children select playing cards to make a number with decimals to tenths. Children place the number on a
number line between 2 whole numbers. Children identify which whole number the number is closer to. Children
round the number to that whole number. Reflection: How could we round a number to tenths to make
estimation easier?
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Teaching Segment and Video 2:
Round hundredths.
More investigations.

In pairs, children select playing cards to make a number with decimals to hundredths. Children place the number
on a number line between 2 whole numbers. Children identify which whole number the number is closer to.
Children round the number to that whole number. Reflection: How could we round a number to hundredths to
make estimation easier?
These investigations are not directly linked to Explicit Teaching. Instructions for students appear here and on the Explicit Teaching PowerPoint.
Round to given whole numbers.

In pairs, children select 2 sequential whole numbers. Children record numbers with decimals to tenths or
hundredths that comes between the 2 whole numbers. Children identify which of the whole numbers each
number is closer to and would be rounded to. Reflection: How could we round a number to hundredths to make
estimation easier?
Identify decimals that will round
to given whole numbers.

In pairs, children select a card to make a whole number. Children take turns to record numbers with decimals to
tenths or hundredths that would be rounded to that selected whole number. Reflection: How could we round a
number to hundredths to make estimation easier?
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
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PROBLEM SOLVING directly linked to videos, explicit learning, investigations and reflections
Problems allow children to investigate concepts in new and varied situations. Any problem worth solving takes time and effort
– that’s why they’re called problems!
Problems are designed to develop and use higher order thinking. Allowing children to grapple with problems, providing minimal
support by asking strategic questions, is key. Differentiating problems allows children to solve simpler problems, before solving
more complex problems on a concept.
Problems may not always be solved the first time they are presented – or at all. The focus of problem solving is the development
of problem solving understanding and capacity – not mastery! Returning to a problem after further learning, develops both
resilience and increased confidence as children take the necessary time and input the necessary effort.
After solving problems, children also create their own problems.
Create 3 levels of a problem. GUIDE children through the first level using the problem solving steps. Allow children to investigate the second level
with friends, with minimal guidance. Allow children to investigate the third level INDEPENDENTly. Children create their own problem.
Teaching Segment and Video 1:
Round tenths.
Teaching Segment and Video 2:
Round hundredths.
These problems are directly linked to Explicit Teaching, are embedded in the Explicit Teaching Plan, and appear on the Explicit Teaching PowerPoint.
These, and more problems, appear as blackline masters on the Problem Solving PDF and are differentiated on the Problem Solving PowerPoint.

Which of these numbers would be rounded to 5? 4.2 4.4 4.5 (4.5)

Which of these numbers would be rounded to 5? 4.25 4.45 4.65 (4.65)
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
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Investigating Rounding Numbers with Decimals to the Nearest Whole Number
FRACTIONS AND DECIMALS 17, PLACE VALUE 23 Round numbers to 2 decimal places to nearest whole number.
Select playing cards to make numbers with decimals to tenths, for example, select
4.3, 4.8 and 4.7.
Place the numbers on a number line between 2 whole numbers.
Identify which whole number each number is closer to.
Round each number with decimals to the nearest whole number.
Reflection: How could we round a number to tenths to make estimation easier?
Problem Solving
Which of these numbers would be rounded to 5?
4.2
4.4
4.5
Hint: Change the whole number and the decimal fractions, and allow children to solve again!
http://www.alearningplace.com.au
Investigating Rounding Numbers with Decimals to the Nearest Whole Number
FRACTIONS AND DECIMALS 17, PLACE VALUE 23 Round numbers to 2 decimal places to nearest whole number.
Select playing cards to make numbers with decimals to hundredths, for example,
select 4.32, 4.85 and 4.71.
Identify the 2 whole numbers that the numbers fall between.
Identify which whole number each number is closer to.
Round each number to the nearest whole number.
Reflection: How could we round a number to hundredths to make estimation
easier?
Problem Solving
Which of these numbers would be rounded to 5?
4.25 4.45 4.65
Hint: Change the whole number and the decimal fractions, and allow children to solve again!
http://www.alearningplace.com.au
Investigating Rounding Numbers with Decimals to the Nearest Whole Number
FRACTIONS AND DECIMALS 17, PLACE VALUE 23 Round numbers to 2 decimal places to nearest whole number.
Sit with a friend.
1 of you select 2 sequential whole numbers.
Your friend records a number with decimals to tenths or hundredths that comes
between the 2 whole numbers.
Identify which of the whole numbers the number is closer to, and therefore would
be rounded to.
Reflection: How could we round a number to hundredths to make estimation easier?
http://www.alearningplace.com.au
Investigating Rounding Numbers with Decimals to the Nearest Whole Number
FRACTIONS AND DECIMALS 17, PLACE VALUE 23 Round numbers to 2 decimal places to nearest whole number.
Sit with a friend.
Select a card to make a whole number.
Take turns to record a number with decimals to tenths or hundredths that would be
rounded to that selected whole number.
Reflection: How could we round a number to hundredths to make estimation easier?
http://www.alearningplace.com.au