MTES 3073

TITLE: Effective pedagogies to design and self evaluate

teaching and learning in Rounding Number
1Introduce Rounding Number
Some tips to introduce rounding number,For example
"The gum Sheila wanted to buy costs 26 cents. Should she give the
cashier 20 cents or 30 cents?"
Introduce 22 + 34 + 19 + 81 to the class. Ask "How difficult is this
to do in your head?" Give student time to calculate. After that,say
"If we changed it to be 20 + 30 + 20 + 80, is that easier?"
2Explain concept
Rounding means making a number simpler but keeping its value close
to what it was. The result is less accurate, but easier to use.
Teacher can use number line to explain, for example:

7.4 is closer to 7, so round off to 7

7.6 is closer to 8, so round off to 8
7.5 is at the middle, but common method of rounding is to make 0.5 go up, so
7.5 rounds up to 8
3Rounding number according place value
At the first,teacher may used table to help student to understand:
Hundred Ten One Oneth Tenth Hundredth

7 6 5 3 6 8

800 when asked to round to the nearest hundred (100)

770 when asked to round to the nearest ten (10)
765 when asked to round to the nearest one (1)
765.368 765.4 when asked to round to the nearest tenth (10th)
become 765.37 when asked to round to the nearest hundredth
(100th.)
 Teaching step by step

ROUNDING ROUNDING
ROUNDING WHOLE
DECIMAL SIGNIFICANT
NUMBERS
NUMBERS DIGIT
 To round to "so many" significant digits, count digits from left to
right, and then round off from there.

1.239 rounded to 3 significant digits is 1.24

(as the next digit (9) is 5 or more)

134.9 rounded to 1 significant digit is 100

(as the next digit (3) is less than 5)
Common mistake
First, some students believe that you simply drop any digits to the
right of the last significant figure (thus 'cutting off' the number rather
than rounding it off).
For example
round to the
CORRECT ANSWER:
nearest hundred
1500
1536
STUDENT ANSWER:
15
 Second, when the digit to the immediate right of the last significant
figure is 5 many students simply drop the 5 and add 1 to the last
significant figure (the automatically round up). This creates an
inherent bias in rounding numbers up more frequently than rounding
numbers down
FOR EXAMPLE: round to the CORRECT ANSWER:
nearest hundred 1500
1546
STUDENT ANSWER:
1600
Example of activitiy
This hill is used to illustrate the two 10s that the students are
choosing between when they are rounding.

15 25 35

10 20 30 40