ALEX Learning Activity

  

Guess the Tickets (Rounding Task)

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Samantha Wallace
System:Limestone County
School:Cedar Hill Elementary School
  General Activity Information  
Activity ID: 2744
Title:
Guess the Tickets (Rounding Task)
Digital Tool/Resource:
Guess the Tickets (Rounding Task) slideshow
Web Address – URL:
Overview:

This learning activity is a task presented to the class to introduce the topic of rounding.  The real-world context of the problem engages students as they learn the purpose and strategies for rounding multi-digit whole numbers using place value understanding. Students use a number line to identify benchmark numbers.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
9. Round multi-digit whole numbers to any place using place value understanding.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • When given any multi-digit whole number, use place value understanding to round to any place.
  • When given a number which is rounded to a place value, identify an unknown number that rounds to that given number.

    • Example: What are all possible numbers that result in 460 when rounded to the nearest ten? Answer: 455, 456, 457, 458, 459, 460, 461, 462, 463, 464.
  • Use rounding in a variety of situations, to include estimating, problem solving, and determining reasonableness of answers.
Note: Expectations are limited to whole numbers less than or equal to 1,000,000.
Teacher Vocabulary:
  • Round
  • Place value
  • Ones
  • Tens
  • Hundreds
  • Thousands
  • Ten thousands
  • Approximately
  • Halfway point
Knowledge:
Students know:
  • The relationship among positions of digits in a number and place value. They can use that knowledge to round numbers to nay place.
Skills:
Students are able to:
  • Use place value strategies to round multi-digit whole numbers to any place.
Understanding:
Students understand that:
  • rounding multi-digit numbers is an estimation strategy used when writing the original number as the closest multiple of a power of 10.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.9.1: Add and subtract within 1000.
M.4.9.2: Apply signs +, -, and = to actions of joining and separating sets.
M.4.9.3: Add and subtract single-digit numbers.
M.4.9.4: Recall basic addition and subtraction facts.

Prior Knowledge Skills:
  • Define the commutative and associative properties of addition and subtraction.
  • Subtract within 100 using strategies and algorithms based on the relationship between addition and subtraction.
  • Subtract within 100 using strategies and algorithms based on properties of operations.
  • Subtract within 100 using strategies and algorithms based on place value.
  • Add within 100 using strategies and algorithms based on the relationship between addition and subtraction. Add within 100 using strategies and algorithms based on properties of operations.
  • Add within 100 using strategies and algorithms based on place value.
  • Recall basic addition and subtraction facts.
  • Define regrouping, total, sum, difference and solve.
  • Add and subtract two two-digit numbers with and without regrouping.
  • Determine the value of the number in the ones, tens, hundreds and thousands place using concrete models or drawings and strategies based on place value.
  • Match the number in the ones, tens, hundreds and thousands position to a pictorial representation or manipulative of the value.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.9 Round a whole number from 1 to 49 to the nearest ten (using a number line and hundreds chart.)
Learning Objectives:

Students will be able to use place value understanding to round multi-digit whole numbers.

With support, they will be able to:

  • generate benchmark numbers

  • determine the halfway point on the number line

  • place multi-digit numbers on the number line

  • choose the correct benchmark for rounding

  • explain the purpose of using rounded numbers in a real-world context
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

  • Present the first slide of the Guess the Tickets slideshow to the class.  Read the task aloud.

  • Have students talk to their partners or table group about possible solutions.

  • As students share their solution ideas with the class, direct their discussion towards estimating, rounding, and the purpose of using "friendly" numbers.

  • On the next slide, the students are scaffolded as they use a number line to round the three ticket amounts.  The first number line is fully labeled; students just need to place the ticket amount on the line and determine which way to round.  The next number line has the first benchmark but is missing the other labels.  Students must produce the benchmarks before placing the ticket amount and rounding.  The final number line is blank.  (Students can work with partners or table groups as support if needed. You may also wish to print/share this slide for students to use at their seats.)

  • On the last slide, students are returned to the purpose of the task and must use the rounded ticket amounts to solve the problem.

  • As a check, add all three un-rounded ticket amounts on the board to see how close the estimate is -- and to show how much easier it is to estimate with friendly numbers.

  • Following this task, students should be ready for more direct instruction on rounding using place value understanding.
Assessment Strategies:

Assessment will be observed. Check to see if (with support) students are able to:

  • generate benchmark numbers

  • determine the halfway point on a number line

  • place multi-digit numbers on a number line

  • choose the correct benchmark for rounding

  • explain the purpose of using rounded numbers in a real-world context
Advanced Preparation:

This activity requires the use of a projector/display and teacher access to a Google Slides presentation.

Teachers may wish to print or digitally share the slide with the number lines for student use during the activity.
Variation Tips (optional):

You may extend the activity by asking students to determine about how many more tickets would be needed to purchase the toy.
Notes or Recommendations (optional):

This activity can be used as a stand-alone activity or together with the following activities as a complete lesson:

Show Me the Benchmark (Rounding Lesson) (during)

Feeding Frenzy (after)
  Keywords and Search Tags  
Keywords and Search Tags: benchmark, estimate, hundreds, number line, place value, rounding, tens