S E S S I O N 1 . 7 A Rounding Whole Numbers
session 1.7ARounding Whole NumbersMath Focus PointsUsing place value understanding to round whole numbersto the nearest ten or hundredVocabularyTelling time to the nearest 5 minutes and measuring timeintervals in minutesnearest tennearest hundredexpanded formRepresenting 3-digit numbers using expanded formToday’s PlanMaterialsactivityIntroducing What Time Is It? Demonstration clock; student clocks15 MinpairsClassactivityRounding to Tensand Hundreds Student Activity Book, pp. 22A–22B or30 Min Individuals ClassDiscussionExpanded Formand RoundingC10–C11, Rounding to Tens and Roundingto Hundreds Make copies. (as needed) Students’ completed copies of Student Activity15 MinSession Follow-UpClassBook, p. 22B or C11 (from Activity 2) Student Activity Book, p. 22D orDaily PracticeC12, Rounding to Tens and HundredsMake copies. (as needed)Ten-Minute MathNOTE The Ten-Minute Math activity for this unit, What Time Is It?, is introduced in thissession. Plan to do today’s Ten-Minute Math sometime after math class, or if it is notpossible, do the other Ten-Minute Math activity in this unit, Today’s Number, withwhich your students are familiar.What Time Is It? Ask students to set their clocks to 2:00. Then write 2:00 on the boardand set the large demonstration clock to 2:00. What would the clock look like when the minute hand goes five minutes past 2:00?What time is this?Write 2:05 on the board and move the minute hand five minutes on the demonstrationclock, counting by ones as you go. Tell students this time can be read as 2:05 or fiveminutes past 2 o’clock. In pairs, students practice setting their clocks to 1:05, 6:05,and 12:05.CC14INVESTIGATION 1INV12 TE03 U03 S1.7A.indd 14Building 1,0006/10/11 12:39 PM
1 ActivityAc tivit yIntroducingWhat Time Is It?2 Activity3 Discussion4 Session Follow-UpProfessional Development15 Minpairsclass1Part 4: Ten-Minute Math andClassroom Routines in ImplementingInvestigations in Grade 3: What Time Is It?Show students the demonstration clock and ask what they knowabout it. Students may recall that in Grade 2, they worked ontelling time to the nearest 5 minutes and that they counted thenumber of minutes in 5-minute intervals. Remind students thatthe hour hand points to the number of the hour only when it isexactly 2:00, 3:00, and so on. Ask students to count by 5s to verifythat the minute hand points to the 3 for 15 minutes past the hourand to the 5 for 25 minutes past the hour. 1Set the clock to 2:00 and ask pairs of students to do the same ontheir student clocks. Write 2:00 on the board or overhead.We’re going to practice telling time to the nearest 5 minutes. If itwere 2:00 right now, what time would it be in 5 minutes?15 minutes? 25 minutes?Students work in pairs to set their clocks to each timethe teacher says.Session 1.7A Rounding Whole Numbers CC15INV12 TE03 U03 S1.7A.indd 156/9/11 5:32 PM
1 Activity2 Activity3 Discussion4 Session Follow-UpMath Note2Rounding and Place Value In this partof the activity, students round to thenearest ten. When rounding to thenearest ten, the number in the tens placeis the number that can change. Thenumber in the ones place is the one thatis used to determine whether the numbershould be rounded up or down to thenearest ten.Have pairs of students compare their clock settings. With students’suggestions, set the demonstration clock to each time and thenwrite that time in digital format (2:05, 2:15, 2:25) on the board.For the remainder of the session, students set their clocks to varioustimes to the nearest 5 minutes that you suggest, such as 1:05, 6:15,and 12:25. Variations of this activity will continue as Ten-MinuteMath activities throughout this investigation.Ac tivit y30 Min Individuals ClassRounding to Tensand HundredsDraw the following number line on the board.4041424344454647484950Explain to students that a number can be rounded to the nearestten. 2 Point to the number 43 on the number line. Explain thatwhen you round 43 to the nearest 10, you have to decide whether43 is closer to 40 or 50.Is 43 closer to 40 or 50? How do you know?Students might say:“43 is 3 away from 40 but 7 away from50. So 43 is closer to 40.”Repeat with the number 46. Then give students a few minutes tothink about the other numbers between 40 and 50.Which of the numbers from 40 to 50 would round to 40? Whichones would round to 50?Discuss with students that numbers less than 45 are closer to 40than 50, and numbers greater than 45 are closer to 50.45 is halfway between 40 and 50. [Point to 45 on the numberline.] It is the same distance from both numbers. If a number ishalfway between two tens, it is rounded up to the greater ten.CC16INVESTIGATION 1INV12 TE03 U03 S1.7A.indd 16Building 1,0006/9/11 5:34 PM
1 ActivityNow draw the following number line on the board.2 Activity3 Discussion4 Session Follow-UpNameDateCollections and Travel StoriesRounding to TensUse the number lines to help you answer the 34353637383940192069701. What number is halfway between 30 and 40?2. What is 37 rounded to the nearest ten?10Tell students that 221 can also be rounded to the nearest hundred.121314151617184. What is 14 rounded to the nearest ten?6061626364656667685. What is 62 rounded to the nearest ten?6. What is 65 rounded to the nearest ten?22AUnit 3 Pearson Education 3Numbers can be rounded to the nearest ten or to the nearesthundred. Let’s look at the number 221. [Mark 221 on thenumber line.] To round 221 to the nearest ten, you need todecide if it is closer to 220 or 230. It is closer to 220, so 221rounds down to 220.113. What number is halfway between 10 and 20?Session 1.7A S tudent Activity Book, Unit 3, p. 22A;Resource Masters, C10INV12 SE03 U3.indd 1To round 221 to the nearest hundred, you need to decide if it iscloser to 200 or 300. Is it closer to 200 or 300? How doyou know?6/8/11 8:42 AMNameStudents might say:DateCollections and Travel StoriesRounding to HundredsUse the number lines to help you answer the problems.“On the number line, 221 is closer to 200than it is to 300.”1001502001. Is 180 less than 150 or greater than 150?2. What is 180 rounded to the nearest hundred?3. Is 120 less than 150 or greater than 150?Then ask students to round 250 to the nearest hundred. Explainthat the same halfway rule applies when rounding to thenearest hundred.4. What is 120 rounded to the nearest hundred?400Have students practice rounding numbers by completing StudentActivity Book pages 22A and 22B or C10 and C11.Students practice rounding numbers to the nearest 10 or 100. Do students consider the ones digit when rounding to the5006. What is 465 rounded to the nearest hundred? Pearson Education 3Ongoing Assessment: Observing Students at Work4505. What is 435 rounded to the nearest hundred?Session 1.7AUnit 322B S tudent Activity Book, Unit 3, p. 22B;Resource Masters, C11INV12 SE03 U3.indd 25/19/11 2:47 PMnearest 10? Do they consider the tens digit when rounding tothe nearest 100? Do students round up for numbers halfway between twotens or two hundreds?differentiation: Supporting the Range of LearnersSome students may have difficulty distinguishingbetween rounding numbers to the nearest ten and the nearesthundred. Students may benefit from first focusing on which digitis in the tens place or the hundreds place before rounding it tothe nearest ten or hundred.Session 1.7AINV12 TE03 U03 S1.7A.indd 17Rounding Whole NumbersCC176/9/11 5:36 PM
1 Activity2 Activity3 Discussion4 Session Follow-UpMath Note3Expanded Form Expanded form is away to show how much each digit in amulti-digit number represents. It is thesum of the values of each place. In thisexample, 678 has 6 hundreds, 7 tens,and 8 ones. This can be recorded as600 70 8 678.NameDaily PracticeRounding to Tensand Hundredsnote Students round wholenumbers to the nearest tenand hundred.6, 10–1115 MinclassMath Focus Points for DiscussionFor each problem, write the number inexpanded form and then round to the nearestten and hundred.Using place-value understanding to round whole numbers tothe nearest ten or hundred1. 138Expanded form:What is 138 rounded to the nearest ten?What is 138 rounded to the nearest hundred?2. 459Representing 3-digit numbers using expanded formExpanded form:What is 459 rounded to the nearest ten?What is 459 rounded to the nearest hundred?Using expanded form can help students better understandplace value and its importance in rounding. Write the number 678on the board. Then write the number on the board usingexpanded form. 33. 392Expanded form:What is 392 rounded to the nearest ten?What is 392 rounded to the nearest hundred?4. 750Expanded form: Pearson Education 3DiscussionExpanded Formand RoundingDateCollections and Travel StoriesStudents who understand rounding can bechallenged to round numbers to the nearest ten or hundredwithout using a number line. Give students a list of 3-digitnumbers and have students round each number to the nearestten and hundred.What is 750 rounded to the nearest ten?What is 750 rounded to the nearest hundred?Session 1.7AUnit 322D Student Activity Book, Unit 3, p. 22D;Resource Masters, C12INV12 SE03 U3.indd 46/8/11 8:42 AM678600 70 8Discuss what each digit in the number represents. Discuss whichdigits need to be considered when rounding the number to thenearest ten. Then discuss which digits need to be considered whenrounding the number to the nearest hundred.Revisit two or three numbers from Student Activity Book page 22Bor C11. Have students write those numbers in expanded form,verify their rounding, and share their findings.Session Follow-UpDaily PracticeDaily Practice: For reinforcement of this unit’s content,have students complete Student Activity Book page 22Dor C12.CC18INVESTIGATION 1INV12 TE03 U03 S1.7A.indd 18Building 1,0006/14/11 1:26 PM
NameDateCollections and Travel StoriesRounding to TensUse the number lines to help you answer the problems.3031323334353637383940192069701. What number is halfway between 30 and 40?2. What is 37 rounded to the nearest ten?1011121314151617183. What number is halfway between 10 and 20?4. What is 14 rounded to the nearest ten?6061626364656667685. What is 62 rounded to the nearest ten?6. What is 65 rounded to the nearest ten?Unit 3 Session 1.7AINV12 BLM03 U3.indd 10C10 Pearson Education, Inc., or its affiliates. All Rights Reserved. 36/20/11 11:43 AM
NameDateCollections and Travel StoriesRounding to HundredsUse the number lines to help you answer the problems.1001502001. Is 180 less than 150 or greater than 150?2. What is 180 rounded to the nearest hundred?3. Is 120 less than 150 or greater than 150?4. What is 120 rounded to the nearest hundred?4004505005. What is 435 rounded to the nearest hundred?6. What is 465 rounded to the nearest hundred?Unit 3 Session 1.7AINV12 BLM03 U3.indd 11C11 Pearson Education, Inc., or its affiliates. All Rights Reserved. 36/21/11 1:06 PM
NameDateCollections and Travel StoriesDaily PracticeRounding to Tensand HundredsnotE Students round wholenumbers to the nearest tenand hundred.6, 10–11For each problem, write the number inexpanded form and then round to the nearestten and hundred.1. 138Expanded form:What is 138 rounded to the nearest ten?What is 138 rounded to the nearest hundred?2. 459Expanded form:What is 459 rounded to the nearest ten?What is 459 rounded to the nearest hundred?3. 392Expanded form:What is 392 rounded to the nearest ten?What is 392 rounded to the nearest hundred?4. 750Expanded form:What is 750 rounded to the nearest ten?What is 750 rounded to the nearest hundred?Unit 3 Session 1.7AINV12 BLM03 U3.indd 12C12 Pearson Education, Inc., or its affiliates. All Rights Reserved. 36/23/11 1:59 PM
What is 459 rounded to the nearest ten? What is 459 rounded to the nearest hundred? 3. 392 Expanded form: What is 392 rounded to the nearest ten? What is 392 rounded to the nearest hundred? 4. 750 Expanded form: What is 750 rounded to the nearest ten? What is 750 rounded to the nearest hundred? NOTE Student
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Independent Personal Pronouns Personal Pronouns in Hebrew Person, Gender, Number Singular Person, Gender, Number Plural 3ms (he, it) א ִוה 3mp (they) Sֵה ,הַָּ֫ ֵה 3fs (she, it) א O ה 3fp (they) Uֵה , הַָּ֫ ֵה 2ms (you) הָּ תַא2mp (you all) Sֶּ תַא 2fs (you) ְ תַא 2fp (you
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The Upper Secondary Chemistry Teacher Guide was written, edited and formatted by the Curriculum Development Division of the Department of Education. The development of the teacher guide was coordinated by Jane Yanimu Ecneme Pagelio. Writers from schools, tertiary institutions and non-government organisations across the country have contributed to the writing of this teacher guide through .
