Counting, Representation… · B6 Mathematics

Lesson notes

Learning Objectives

Indicator: B6.1.1.1.5 - 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 thousand, thousand, hundred, and ten using the standard rounding rule (look at the digit to the right of the target place).
Round up whole numbers to the nearest given place by always increasing the target digit by 1, regardless of the digit to the right.
Round down whole numbers to the nearest given place by keeping the target digit unchanged and replacing all digits to the right with zeros.
Use rounding to estimate sums and differences of two whole numbers, explaining whether the estimate is higher or lower than the exact answer.
Justify their choice of rounding (off, up, or down) in a given situation and compare two numbers using rounding vocabulary such as “approximately”, “about”, and “almost”.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation, Cardinality & Ordinality (1.1)
Content standard: B6.1.1.1 - Demonstrate an understanding of quantities and place value for multi-digit numerals up to 1,000, 000,000 or 1 billion
Indicator: B6.1.1.1.5 - Round (off, up, down) whole numbers up to 100,000 to the nearest ten thousands, thousands, hundreds and tens
Suggested placement: Term 1, Week 4 (Week 4 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.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 118
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 100,000, 10,000 and 1000. 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 214765 Round up Round down Round off to the nearest ten 214770 214760 214970 to the nearest hundred 214800 214700 214800 to the nearest thousand 215000 214000 215000
E.g. 3 Give two numbers between 10,000 and 1000,000 to each group and encourage learners to compare and say as many things as possible about the two numbers. For instance 234675 and 253874; 234675 is less than (smaller than) than 253874 or 253874 is bigger than (greater than) 234675, or 234675 is almost 20000 less than 253874 etc.
E.g. 4 Ask learners to work together to round up and round down to estimate sums and differences.