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# Place Value, Rounding, Addition, and Subtraction

## Objective

Round multi-digit numbers to their largest place value.

## Common Core Standards

### Core Standards

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• 4.NBT.A.3 — Use place value understanding to round multi-digit whole numbers to any place.

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• 3.NBT.A.1

## Criteria for Success

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1. Round multi-digit numbers to their largest place value using a number line to justify reasoning.
2. Know that, by convention, a number at the midpoint between two benchmarks is rounded to the larger of the two benchmarks.
3. Use the $\approx$ symbol to record estimations.

## Tips for Teachers

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You’ll want to avoid using terms like “round up” and “round down” since these terms can be confusing for students. “Rounding up” a number results in a change in the value of the place to which you’re rounding, where “rounding down” does not. Often students will change the value mistakenly as a result.

#### Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 1 (benefits from worked example). You might decide to facilitate this Anchor Task and Lesson 11's Anchor Task 3 before assigning Problem Sets from either lesson. Find more guidance on adapting our math curriculum for remote learning here.

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

Is 4,125 closer to 4,000 or 5,000? Plot 4,000 and 5,000 on the two outermost spots on the number line below. Then plot 4,125 to prove your answer.

#### References

Illustrative Mathematics Rounding on the Number Line

Rounding on the Number Line, accessed on Sept. 11, 2017, 8:36 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

### Problem 2

1. Round 84,500 to the nearest ten thousand. Record your answer using the $\approx$ symbol.
2. Round 803,190 to the nearest hundred thousand. Record your answer using the $\approx$ symbol.
3. Round 1,500 to the nearest thousand. Record your answer using the $\approx$ symbol.

## Problem Set & Homework

#### Discussion of Problem Set

• Look at #2c. What made this problem particularly challenging? What about #3c?
• How did #5 help prepare you for #6?
• Look at #7. Do you agree or disagree with Myles? Why or why not?
• Look at #8. What is the greatest number that, when rounded to the nearest ten thousand, rounds to 50,000? What’s the smallest?
• Look at #9. What did you get? How does this relate to the place value work we’ve done so far in this unit?

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### Problem 1

Round to the place value mentioned below. Use the number line to model your thinking.

 a.  Round 7,621 to the nearest thousand b.   Round 15,002 to the nearest ten thousand c.   Round 308,724 to the nearest hundred thousand 7,621 $\approx$ __________ 15,002 $\approx$ __________ 308,724 $\approx$ __________

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic C > Lesson 7Exit Ticket

Grade 4 Mathematics > Module 1 > Topic C > Lesson 7 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

### Problem 2

It takes 34,958 gallons of water to manufacture a new car. Sammy thinks that rounds up to about 40,000 gallons. Susie thinks it is about 30,000 gallons. Who rounded correctly, Sammy or Susie? Use pictures, numbers, or words to explain.

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic C > Lesson 7Exit Ticket

Grade 4 Mathematics > Module 1 > Topic C > Lesson 7 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

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