**break it up**
Posted by: Christina

I'm assuming you have textbook and some sort of place value blocks. My textbook also groups these concepts together, but it's simply too much. I would think of each one as its own topic, and probably do a short quiz after each one instead of a test at the end. Of course, make you do place value before money.

Also, to answer Nicole's question-- I don't know if this will help, but our textbook uses the concept of a number line folded at the 5s for rounding to nearestt 10, for example. They ask questions like "where would a marble roll to if you placed it at 63?" This teaches the concept, and once they get it, I really think they just need to chant/write the 5 or up rule. Have them go through a specific process-- i.e. We're rounding to the 10s, so find the 10s place and circle it. Now look 1 place to the right (underline it)-- is that # 5 or up? If yes, then round up. If no, round down. This really helps to make it concrete. We've also found at my school that it helps ALOT to make sure all teachers/grades are having kids do this, and also make sure we're all consistent-- i.e. if I have them do it thhihs way, they shouldn't be told to underline, then circle in 3rd grade-- no need for unnecessary confusion, there's enough as it is!

**AHHH!**
Posted by: Amanda

I coteach a 3rd grade inclusion math class. They were horrible at rounding. We put tape on the floor for tens, hundreds and thousands. Then gave then numbers, had them find where the number came in the number line and used a poster to tell wehere to round to. I found that they had no clue what tens or hundred the number came between! We also taught them a song to help with the rounding and went on www.aaamath.com to practice rounding to the nearest ten and hundred. You can try those things. I left the song we used at school, but if people are interested, I can post it at another time. Best of luck everyone!!!

**jumping number line**
Posted by: missd

Whenever I am introducing rounding to my class, I create a giant number line on the floor with masking tape. I write the numbers 0-150 by tens spaced out on the tape. The students line up and one at a time I give them a number. When it is their turn, they have to put one foot on each of the tens that the number that I told them would fall between. They then have to decide (out loud) which one would be the closest ten and jump over to the number they choose as the correct one.

For example: If I said the number 34...The student would walk over to the line and put one foot on 30 and the other on 40. After stating that 34 would round to 30 because there is a 4 in the ones place, he/she would jump to the 30. (We say the 4 "makes the decision" for the tens to stay the same or go up). My classes always love this activity and beg for more chances to jump.

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**drawing a picture**
Posted by: ellen

What I've found is most difficult for my children is to decide which two tens or hundreds a number falls in between- they get when they should round up or down, but it is deciding what number that is is the most difficult. We spent a lot of time this year drawing the numbers using base ten blocks. They would draw the number, then the two tens or hundreds. THen we looked at our "roller coaster" to decide which way we need to go. More of my class got it this year than in the past.

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**rounding activities**
Posted by: kathleen

For rounding to tens, I use a hundreds chart. Students place a chip on a given number, then move the chip to the closest tens. The other activity I've done is using some type of manipulatives, such as macaroni or buttons. They put a certain number of buttons in the center. Then they count out how many they would need to round up and place on the right hand side in a group, and count out how many to round down and place to the left. They find that the side with the less noodles is the way they round. That is a real beginning rounding activity.

**Rounding**
Posted by: Robin

I teach 3rd grade - and rounding has been a challenge to many in the class - for several years. I think some of it might have to do with development...only because one day, kids don't get it...and then (as I say) some fairy sprinkled rounding dust on them one night and "poof!" - they understand it.

I teach by using a number line...but instead of it being a line, I make it a bridge. When I hit 5 or 50, I erase the spot where that number is. If the number you're rounding to has a 5 or 50, there's a hole in the bridge/number line so that they can't go back...they have to move up to the next ten or hundred. This works really well b/c they can "see" that they can't move back.

As far as helping the students remember what to round to (nearest hundred/nearest ten), I have them underline the number they are rounding to...and teach it by doing 00 or 0. I make those 0's happy faces. If you're rounding to the nearest hundred, you will have TWO happy faces...if you're rounding to the nearest tenth, you will only have one face looking back at you.

For those who REALLY struggle, I make them look at the problem before they do anything. If they round to the nearest hundred, I make them put a _00. If they round to the nearest ten, I make them put a _0. If they have a number that's in the hundreds but it's rounded to the nearest tenth, I make them choose...for example, if the number you're rounding is 476, I make them draw their bridge number line and figure out what they could round to... on the far left of the number line, they'd have 470, on the far right, they'd have 480. So, next to that problem, they'd write _ _0 for rounding.

THEN, I have them go back and do the bridge idea after they'd figured if the rounded answer will end with one 0 or two 0's. This helps them break it down, step by step, so they don't get too confused.

Again, my best advice is not to overkill the rounding. I did last year, and I got frustrated when they wouldn't get it. Revisit it every few weeks...again, that fairy dust comes out of nowhere...all of the sudden, they just get it. Plus, you don't get frustrated and bored.

If she's a "physical" learner, have her do the number line on the floor using masking tape. Then, write the numbers on it...and tear out the space where the 50 or 5 would go. She could see that you cannot go past the broken bridge...so you have to go the other way.

Let me know if this helps... I know it helped my kids this year - a lot. Thanks and good luck!

**rounding**
Posted by: Patty

Here's a method that worked for my hands-on learners - and it was easy for me to observe and check who got the concept and who still needed help:

I gave each student a set of number cards - 0-9. Then, I would write on the board something for them to show me by selecting and arranging these cards on their desk. I asked things like, "Fill in 7_ with a number that will make the 7 round up." Or, "Round 6,349 to the hundreds place....to the tens place...to the thousands place."

The number cards took a bit of preparation, but the kids were eager to show me they could round with them! Happy teaching!

**rounding**
Posted by: kat

I just got a great idea and will even try it with my classes. Have a group of preprinted numbers to give to the students. have another set of numbers to place around the room that would be what the numbers are rounded to. If I wanted them to round to the nearest hundred I woul have 100,200,300,400,500,600,700,800,900,1000 placed around the room. They would take their numbers and put them in the right spot. #467 would go to 500 spot.

You could also have a blank BINGO board and let them fill in a list of numbers randomly and then you could call out 300 and if they had a number that would be rounded to 300 they would cover that spot. Doesn't require movement, but it's another approach.

**Balloon rounding**
Posted by: ForTheKids

This is really late I know but I learned something really neat this year. We always underlined the number to be rounded and circle the number next to it. Then we ask does it round up to stay the same. Someone gave me the idea of getting a balloon. Hold it with all five fingers is a grip. Release one finger at a time, then ask does the balloon go up with 1 finger, the reply is no it stays the same. This continues until you release the fifth finger. Then the balloon goes up. Therefore 0-4 stay the same, then 5-9 round up. It was really neat and my fifth graders are now drawing little balloons instead of circles around the number next to the number that needs to be rounded.

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**rounding song**
Posted by: TX teacher

I just taught rounding to the tens place today and they didn't get it until I taught them the Rounding Song. Music seemed to work w/ my class. Maybe it will help yours?

"If You're Rounding and You Know It"

Sung to the tune of "If You're Happy and You Know It..."

If it's 5 or greater you go up. (clap)(clap)

If it's 5 or greater you go up. (clap)(clap)

If it's 5 or greater, if it's 5 or greater, if it's 5 or greater you go up.

If it's 4 or less leave it alone.(clap)(clap)

If it's 4 or less leave it alone.(clap)(clap)

If it's 4 or less, if it's 4 or less, if it's 4 or less leave it alone.

Everything to the left stays the same. (clap)(clap)

Everything to the left stays the same. (clap)(clap)

Everything to the left, everything to the left, everything to the left stays the same.

Everything to the right becomes a zero. (clap)(clap)

Everything to the right becomes a zero. (clap)(clap)

Everything to the right, everything to the right, everything to the right becomes a zero.

**rounding rhyme & games**
Posted by: Chris

Use this little rap or rhyme:

Underline the digit

Look next door

If it's 5 or higher

add one more

If it's 4 or lower

just ignore.

They look to the Right neighbor next door if they want to get the rounding right.

Don't look to the left neighbor

Most importantly tell them why we round - to estimate and to compute with numbers more easily. Give them the example of ordering books from a book order. If parents give them $15 to spend and they want books that cost $4.95, $2.95, and $6.95, do they have enough dough?

Have kids act out rounding at the front of the classroom. Make cards with one digit on one side and make it one digit higher on the other side. Give each kid a zero card as well. Shuffle them around, asking them to round to various place values. They can chant the rap as they decide how to round.

Imagine kids holding the numbers:

5 4 7 8

Teacher of students says "Round to the tens place."

The person holding the 7 turns it over to an 8 and the 8 holds up the zero card. 5 & 4 stay the same.

They can also play a rounding game with partners.

Each player draws blanks to represent up to the millions place (good check to see if they know) and a reject box. So 7 blanks and a reject box. Roll a 0-9 die. Players place the same die roll in any blank they strategically choose. They may reject one number. Once you place, you may not erase!!!

Player with highest number wins. Then ask them to round to a specific place value. Play for the lowest value too.

**Another rhyme**
Posted by: intheloonybin

Try:

Four or less, give it a rest.

Five or above, give it a shove.

I've also tried the "Rounding wheel". I found it in a Mailbox Magazine.

It's a circle divided in half. You number it like a clock, but stop at 9. The left side has a big +0 and the digits 0, 1, 2, 3, and 4 are on that side. Then the right side has a big +1 and the digits 5, 6, 7, 8, and 9. I give a copy to each student and eventually have them draw it on their own. It's very helpful because it's visual.

Oops! I forgot. I also have students underline the digit/place value they are rounding to and have them underline the digit/place value behind it just like someone mentioned.

:s)

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**Rounding Story**
Posted by: sarah

One of the teachers in my school just taught me this way of teaching rounding and my kids really loved it. You tell a story about a criminal (the number to be rounded), a judge (the number that determines the rounding) and the jury (the rest of the numbers. In order to find out whether or not the crimimal has to stay in jail he must go to the judge and ask. If the judge is a strict one (a number of 5-9)then he must stay in jail one more year. He goes up one number. Then the judge and the jury go to lunch and are replaced by zeros. If the judge is a weak one (number from 0-4) he or she says ahhh you can go and i won't make you change. Then he goes to lunch with the jury and the numbers are replaced with zeros. So in the number 457 - where 4 is the criminal, 5 is the judge and 7 is the jury. 5 is a strict judge and makes the 4 stay in jail one more year. The 4 becomes a 5 (because the judge is strict and makes hime change). Then the judge goes to lunch with the jury (the 7) and they are replaced by zeros. The number becomes 500.

Good luck!!!

sarah