Standard 1: Understand the place value of four-digit numbers.

Students round one- to four-digit numbers to the nearest 10.

Type: Formative Assessment

Student are asked to find the smallest and largest possible numbers that will round to given values.

Type: Formative Assessment

Students round two-, three-, and four-digit numbers to the nearest hundred.

Type: Formative Assessment

The student determines the value of a number which when rounded to the nearest 10 and to the nearest 100 is 300.

Type: Formative Assessment

In this lesson, students will analyze voting data and perform mathematical procedures to determine the answer to specific questions. Students will compare the population of the community vs. the number of votes counted. Students will discuss the contribution each citizen is making when voting and the effects on the results when citizens do not vote.

Type: Lesson Plan

Students will apply their understanding of place value to plot, order, and compare event descriptions related to key figures in history. The key figures used in this lesson are James Madison, Alexander Hamilton, Booker T. Washington, Susan B. Anthony, William Pope Duval, William Dunn Mosely and Josiah T. Walls. Students will make connections between using a number line to plot, order and compare numbers, to real-world careers that use timelines for historical purposes in this integrated lesson plan.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will help the Sweet Donut Shop determine what the newest donut will be. Students are given the cost to make each batch along with the selling price and are asked to determine the profit for each batch. Students create a procedure for ranking the donuts and write a letter explaining the procedure and the ranking. In the “twist” students are provided the starting and finishing times for each batch. They must determine the total amount of time, decide if their procedure should change based on the new information, and write a letter explaining whether the procedure changed and the new ranking of the donuts.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this lesson, students will tap prior knowledge of place value and dimes to round numbers to the nearest 10. Students will use number lines with tick marks in increments of 10 to visualize the closer decade and then progress to using the place value of numerals to round to the tens place. Pairs of students will participate in a rounding activity using a number line.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will create a procedure for ranking pool construction companies based on the number of years in business, customer satisfaction, and available pool dimensions. In a “twist,” students will be given information about discounts available by each company. Students will evaluate their procedure for ranking and change it if necessary.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will determine what two snacks should be placed in the school vending machines because the district is asking for healthier and tastier snacks. Factors to consider are calories, fat, protein, sugar, student comments, and cost.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will compare different nutritional content of chicken nuggets from many restaurants presented in bar graphs. They will factor in the calories, total fat, and sodium information about the nuggets to create a procedure for ranking the nuggets from healthiest to least healthy.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this MEA, students will rank pets from most family-friendly to least family-friendly by considering data such as purchase price, cost to feed, cleanliness, etc. as well as notes regarding the physical description of the pet. In the twist, students will be given information on additional pets as well as information on cleanliness and life expectancy. Students may need to make trade-offs in regards to cost to adopt, feed, and house along with life expectancy, ease of clean up, etc.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Students will use the open number line as a strategy to add within 1,000. The lesson begins with a formative assessment that evaluates students' strategies for efficiently solving addition sentences within 1,000. In order for students to have practice reinforcing the skill, students will complete the guided practice with open number lines, as well as playing the game, Jumping Beans. To conclude the lesson, students will evaluate a solution to an open number line problem.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will use data to create a procedure for ranking baseball players and determine which baseball player they think is the best hitter using the procedure.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Students will compare multi-digit numbers to create a procedure for choosing the best car for Edward Easy to buy for his driving school. They will have to weigh quantitative and qualitative factors to determine the best car to purchase. Students will present their recommendations and the steps to the procedure they created in writing and orally.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

In this lesson, students will gain fluency with rounding numbers to the nearest 10s and 100s place. The lesson has number lines to help students understand rounding.

Type: Lesson Plan

The focus of this lesson is to find the halfway point and use it to round numbers.  The lesson rounds numbers 0 to 100 to the nearest ten and 0 to 1000 to the nearest ten and hundred. 

Type: Lesson Plan

Students will add 3-digit numbers by decomposing them by place value.  It is a useful lesson to reinforce place value concepts when adding.

Type: Lesson Plan

In this lesson, students will engage in tellling jokes and doing outside activities to discover rounding concepts. Students will use a vertical number line to round numbers from 0 to 1,000.

Type: Lesson Plan

In this hands-on math exploration, students will use knowledge of estimation and multiplication to develop strategies for estimating how many seeds are in a medium-sized pumpkin.

Type: Lesson Plan

This lesson uses a relay game  to provide students with practice for their rounding skills.

Type: Lesson Plan

Help Barkley learn to round numbers to the nearest hundred and bury delicious bones in this dog-themed, interactive tutorial.

Click HERE to open "Rounding Whole Numbers Part 1: To the Nearest Ten" 

Type: Original Student Tutorial

Help Barkley learn how to round numbers to the nearest ten with this interactive tutorial.

Type: Original Student Tutorial

Learn how to round two-, three-, and four-digit numbers to the nearest 10 or 100 in this party-themed, interactive tutorial.

Type: Original Student Tutorial

The purpose of this task is to answer multiple questions regarding rounding. There still may be students who laboriously list every number; the teacher should encourage a more thoughtful approach.

Type: Problem-Solving Task

It is common for students to compare multi-digit numbers just by comparing the first digit, then the second digit, and so on. This task includes three-digit numbers with large hundreds digits and four-digit numbers with small thousands digits so that students must infer the presence of a 0 in the thousands place in order to compare. It also includes numbers with strategically placed zeros and an unusual request to order them from greatest to least in addition to the more traditional least to greatest.

Type: Problem-Solving Task

In this tutorial, you will look at regrouping a number by different place values.

Type: Tutorial

In this tutorial video from Khan Academy, learn to use an abacus to represent multi-digit numbers. This video will explain how the beads on an abacus can each represent ten times the value of the bead to its right.

Type: Tutorial