Mathematics Pacing Resource Document
4.NS.9
Standard: 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value.
Teacher Background Information:
This standard refers to place value understanding, which extends beyond an algorithm or procedure for rounding. The expectation is that students have a
deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have
numerous experiences using a number line and a hundreds chart as tools to support their work with rounding.
Example:
Your class is collecting bottled water for a service project. The goal is to collect 300 bottles of water. On the first day, Max brings in 3 packs with 6 bottles in
each container. Sarah wheels in 6 packs with 6 bottles in each container. About how many bottles of water still need to be collected?
Student 1
Student 2
First, I multiplied 3 and 6 which equals 18. Then I
multiplied 6 and 6 which equals 36. I know 18 plus
36 is about 50. I’m trying to get to 300. 50 more
plus another 50 is 100. Then I need 2 more
hundreds. So we still need 250 bottles.
First, I multiplied 3 and 6 which equals 18. Then I
multiplied 6 and 6 which is 36. I know 18 is about 20
and 36 is about 40. 40+20=60. 300 – 60 = 240, so
we need about 240 more bottles.
Example:
On a vacation, your family travels 267 miles on the first day, 194 miles on the second day and 34 miles on the third day. How many total miles did they
travel?
Some typical estimation strategies for this problem:
Student 1
Student 2
Student 3
I first thought about 267 and 34. I noticed that
their sum is about 300. Then I knew that 194 is
close to 200. When I put 300 and 200 together,
I get 500.
I first thought about 194. It is really close to 200. I
also have 2 hundreds in 267. That gives me a total
of 4 hundreds. Then I have 67 in 267 and the 34.
When I put 67 and 34 together that is really close
to 100. When I add that hundred to the 4
hundreds that I already had, I end up with 500.
I rounded 267 to 300. I rounded
194 to 200. I rounded 34 to 30.
When I added 300, 200 and 30, I
know my answer will be about
530.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
4.NS.9
Standard: 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value.
Teacher Background Information:
Example:
Round 368 to the nearest hundred.
This will either be 300 or 400, since those are the two hundreds before and after 368.
Draw a number line, subdivide it as much as necessary, and determine whether 368 is closer to 300 or 400. Since 368 is closer to 400, this number should
be rounded to 400.
Process Standards to Emphasize with Instruction of 4.NS.9:
4.PS.2: Reason abstractly and quantitatively.
4.PS.6: Attend to precision.
4.PS.7: Look for and make use of instruction.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
4.NS.9
Standard: 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value.
Lesson Plans/Print Activities:
 Math Expressions:
o U3 Lesson 8
o U3 Lesson 13
Web-based Practice:

http://www.funbrain.com/cgi-bin/tens.cgi?A1=s&A2=4 Fun Brain Place
Value Puzzler

Math Expressions Differentiated Cards 3-8 (Intervention, On Level, Challenge)

http://mrnussbaum.com/halfcourt Half Court Rounding

Optional Scrimmage 4: Questions 1, 2, and 3 (IPS Online, Elementary Math K-6 Community
Group, Optional Math Scrimmage Folder)

http://www.aplusmath.com/Flashcards/rounding.html A Plus Math
flash cards

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=102
5 Explore Learning Gizmo: Cannonball Clown (register for a free trial)

http://www.wmnet.org.uk/resources/gordon/Dart%20Board%20%20rounding.swf Dartboard Rounding

https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-c-lesson-7
Engage NY: Round numbers to the nearest 1,000 using a vertical number line

http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_r
esources/848/rounding.swf Rounding Bingo

https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-c-lesson-8
Engage NY: Round numbers using a vertical number line

http://mrnussbaum.com/rounding-2 Rounding Games

http://www.softschools.com/math/practice/rounding_numbers.jsp
Rounding Numbers Generator

http://studyjams.scholastic.com/studyjams/jams/math/problemsolving/psestimate-whole-numbers.htm Study Jams rounding numbers


https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-c-lesson-9
Engage NY: Use place value understanding to round numbers

https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-c-lesson-10
Engage NY: Use place value understanding to round numbers to any place value using realworld applications
http://www.bbc.co.uk/skillswise/topic/rounding-and-estimating Fact sheet, worksheet and
online quiz
http://teachers.net/lessons/posts/113.html Fruity Place Value: kinesthetic learner activity

https://learnzillion.com/lessonsets/239 Learn Zillion lessons

https://grade4commoncoremath.wikispaces.hcpss.org/file/view/4.NBT.3_BackToSchoolPlace
ValueRoundingBlasttoFREEBIE.pdf/447813690/4.NBT.3_BackToSchoolPlaceValueRoundingBl
asttoFREEBIE.pdf Back to School Blast (rounding card game)

Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
4.NS.9
Standard: 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value.
Item Bank:
1) The capacity of Lucas Oil Stadium 62,421 people. What is the capacity rounded to the nearest thousand? [IPS C&1] Answer: 62,000
2) Place 1,525 on the number line below. [Howard County Public Schools, Maryland] Answer: 1,525 rounds to 2,000 when rounding to the nearest thousand
since it is closer to 2,000 than it is to 1,000.
1,000
2,000
Round 1,525 to the nearest thousand.
__________________________________________________________________
Explain your reasoning.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
3) When rounded to the nearest thousand, an elephant’s weight is 5,000 pounds. What is the least amount that the elephant could weigh? Use pictures,
numbers, and words to represent your thinking. [Howard County Public Schools, Maryland] Answer: To round to 5,000 when rounding to the nearest thousand,
the elephant’s weight could be anywhere from 4,500 to 5,499 pounds. The least it can weigh is 4,500 pounds.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
4) Study the table below: [Howard County Public Schools, Maryland] Answer: Megan might be rounding to the nearest 100,000 while Heather might be
rounding to the nearest ten thousand, one thousand, hundred, etc.
Student Enrollment
Montgomery County Schools
Baltimore County Schools Prince Georges County Schools
148, 779
107, 033
123, 737
Meghan said, “When I round all of these numbers, I get the same answer.”
Heather said, “I disagree. I get all different numbers.”
Can they both be correct? Explain your reasoning.
Indianapolis Public Schools
Curriculum and Instruction