B5 Mathematics · Term 1 Week 3: Counting, Representation & Cardinality

Lesson notes

Learning Objectives

Indicator: B5.1.1.1.5 - Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens

By the end of the lesson, learners can:

Round off whole numbers up to 100,000 to the nearest ten, hundred, thousand, and ten thousand using the place value digit as a guide.
Round up whole numbers to the nearest ten, hundred, thousand, and ten thousand by always moving to the next higher multiple.
Round down whole numbers to the nearest ten, hundred, thousand, and ten thousand by always keeping the lower multiple.
Use rounding off, rounding up, and rounding down to estimate sums and differences in word problems.
Justify which rounding method (off, up, or down) is most appropriate for a given real-life situation.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation & Cardinality (1.1)
Content standard: B5.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1000,000
Indicator: B5.1.1.1.5 - Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens
Suggested placement: Term 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.58
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 58
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Learners round off numbers to the nearest 10,000, 1000 and 100. For instance; 129,500 is approximately 130,000 and 19100 as approximately 19,000
E.g. 2 Learners round up and round down to estimate sums and differences
NB: To round down learners consider the smaller of the two approximated numbers, while round up considers the bigger of the two numbers. The table below may bring the meaning of these two concepts clearer The E.g. 2 table (214765; round up / round down / round off; to the nearest ten, hundred, thousand) is set beside the exemplar and its cells interleave with the sentence in the text layer. The page carries no image object, so no figure was extracted; a reviewer should read the table off the printed page.