Round two- and three-digit numbers to the nearest ten on the vertical number line Lesson 2.13.

Slides:

Advertisements

Similar presentations

MODULE 3 Lesson 16. Objective Compare two three-digit numbers using, and =.

Advertisements

Topic D adding and subtracting decimals STANDARD - 5.NBT.2, 5.NBT.3, 5.NBT.7.

5th Grade Module 2 – Lesson 5

Module 5 Lesson 10.

MODULE 5 Lesson 18. Objective Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.

By the end of the lesson, you will be able to…

Subtract Multiples of 100 and Some Tens

More and Less Lesson 5.1:.

Add and Subtract Multiples of 100

Module 4 Lesson 27.

Investigate and use the formulas for area and perimeter of rectangles

Measurement in Different Units

Grade 5 Module 1 Lesson 8.

5th Grade Module 2 – Lesson 2

ESTIMATION AND ROUNDING

Round to the nearest hundred on the vertical number line

Estimate and measure liquid volume in liters and milliliters using the vertical number line Lesson 2.10:

Grade 5 Module 1 Lesson 9.

Module 5 Lesson 11. Objective  Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.

Topic D adding and subtracting decimals STANDARD - 5.NBT.2, 5.NBT.3, 5.NBT.7.

5th Grade Module 2 – Lesson 8

Math Module 3 Multi-Digit Multiplication and Division

Topic a: Place value of multi-digit whole numbers

Module 1 Lesson 10 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic C: Rounding multi-digit whole numbers 4.nbt.3 This PowerPoint.

Extend the use of place value disks to represent three- and four-digit by one-digit multiplication Lesson 3.8:

Module 1 Lesson 13 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

Module 1 Lesson 11 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic d: Multi-digit whole number addition 4.oa.3, 4.nbt.4, 4.nbt.1,

Module 1 Lesson 8 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic c: rounding multi-digit whole numbers This PowerPoint was developed.

$100 $200 $300 $400 $100 $200 $300 $400 $300 $200 $100 Estimate with pictures Round to nearest hundred Round to nearest thousand Add / subtract & estimate.

Topic c: rounding multi-digit whole numbers 4.nbt.3

Module 8 Lesson 5. Objective Relate the square to the cube, and describe the cube based on attributes.

Lesson 7: I can connect area diagrams and the distributive property to partial products of the standard algorithm with renaming. 5th Grade Module 1 –

Relate skip-counting by fives on the clock and telling time to a continuous measurement model, the number line Lesson 2.2.

Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 8: Extend the use of.

Topic b: comparing multi-digit whole numbers 4.nbt.2

Module 5 Lesson 8. Objective Relate manipulative representations to the addition algorithm.

Module 1 Lesson 9 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic c: Rounding multi-digit whole numbers 4.nbt.3 This PowerPoint.

Math Module 3 Multi-Digit Multiplication and Division

Two – and Three-Digit Measurement Subtraction Using the Standard Algorithm.

Complete and Check Answers Before Doing Other Activities

Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock Lesson 2.4.

Module 5 Lesson 14. Objective  Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition.

Module 1 Lesson 15 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

5th Grade Module 2 – Lesson 3

$100 $200 $300 $400 $100 $200 $300 $400 $300 $200 $100 Multiply by 1 digit numbers Multiply & estimate results Multiply by 2 digit numbers Multiply.

Lesson 2.16: Add measurements using the standard algorithm to compose larger units twice.

Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 9: Multiply three- and.

Lesson 9 and 10.  Use math drawings to represent the composition when adding a two-digit to a three-digit addend.

Module 1 lesson 5. Let’s Happy Count the Say Ten Way. Let’s start at 6 tens 2 Now try it for 30 seconds with your partner.

Lesson  Draw an array to match my picture.  Skip-count by twos to find how many total objects there are.  How many groups of 2 are there?  Say.

MENTAL MATH Rounding Addition and Subtraction Strategy: Estimate the answer by rounding each number to the nearest hundred Examples:

© Hamilton Trust Keeping Up Term 3 Week 1 Day 3 Objective: Use rounding to estimate answers to calculations.

Module 3 Lesson 16, 17, and 18. Objective Compare two three-digit numbers using, and =. Order numbers in different forms.

Lesson 2.3. Application Problem There are 12 tables in the cafeteria. Five students sit at each of the first 11 tables. Three students sit at the last.

M 4 Lesson 22. Objective Solve additions with up to four addends with totals within 200 with and without two compositions of larger units. Note: Addends.

Module 5 Lesson 16. Objective Subtract from multiples of 100 and from numbers with zero in the tens place.

MODULE 2 LESSON 14 ROUND TO THE NEAREST HUNDRED ON THE VERTICAL NUMBER LINE.

Rounding to the Nearest Ten & Hundred MAFS.3.NBT.1.1.

5th Grade Module 2 – Lesson 5

Lesson 8: Rounding Numbers

Rounding numbers to any thousand place value

Engage NY Module 1 LESSON 8

Understanding Number I can count forwards in the 100s.

Round to the Nearest ten.

Understanding Number I can count forwards up to 1000.

Reading and Using a Scale

Rounding to the Nearest Ten & Hundred

Presentation transcript:

Round two- and three-digit numbers to the nearest ten on the vertical number line Lesson 2.13

Application Problem The school ballet recital begins at 12:17 p.m. and ends at 12:45 p.m. How many minutes long is the ballet recital?

Application Problems Possible strategies: Count by ones from 12:17 to 12:20, then by fives to 12:45. Count by tens and ones, 12:27, 12:37, plus 8 minutes. Subtract 17 minutes from 45 minutes.

Guided Instruction Concept Development Problem 1: Round 28 minutes to the nearest 10 minutes. How many tens are in 28? Draw a vertical number line. Draw a tick mark near the bottom of the number line and label it 20 = 2 tens. What is 1 more ten than 2 tens? Draw a tick mark near the top of the number line and label it 30 = 3 tens.

Guided Instruction Concept Development Problem 1: What number is halfway between 20 and 30? In unit form, what number is halfway between 2 tens and 5 ones? 2 tens and 5 ones Estimate to draw a tick mark halfway between 20 and 30. Label it 25 = 2 tens 5 ones

Guided Instruction Concept Development Problem 1: When you look at your vertical number line, is 28 more than halfway or less than halfway between 20 and 30? Turn and talk to a partner about how you know. Then, plot it on the number line. What is 28 rounded to the nearest ten? What is 28 rounded to the nearest ten in unit form? 2 tens 8 ones rounded to the nearest ten is 3 tens.

Guided Instruction Concept Development Problem 1: Let’s go back to our Application Problem. How would you round to answer the question, “About how long was the ballet recital?” The school ballet recital begins at 12:17 p.m. and ends at 12:45 p.m. How many minutes long is the ballet recital? The ballet recital took about 30 minutes. Rounded to the nearest ten, the ballet recital took 30 minutes.

Guided Instruction Concept Development Problem 2: Draw a vertical number line To round 17 milliliters to the nearest ten we drew a number line with endpoints 1 ten and 2 tens.

Guided Instruction Concept Development Problem 2: How will our endpoints change to round 1 hundred 17 to the nearest ten? How many tens are in 1 hundred ? When I cover the ones we see the 10 tens. What is 1 more ten than 10 tens? How many tens are in 117?

Guided Instruction Concept Development Problem 2: What is 1 more ten than 11 tens? What is the value of 12 tens? What will we label our bottom endpoint on the number line when we round 117 to the nearest ten? What will we label the top endpoint? Draw and label endpoints on the vertical number line.

Guided Instruction Concept Development Problem 2: How should we label our halfway point? 115 = 11 tens 5 ones On your number line mark and label the halfway point. Is 117 more or less than halfway between 110 and 120?

Guided Instruction Concept Development Problem 2: Label 117 on your number line now. What is 117 rounded to the nearest ten? Use a complete sentence. In unit form with tens and ones, what is 117 rounded to? 11 tens 7 ones rounded to the nearest ten is 12 tens.

Guided Instruction Concept Development Problem 2: What is 17 rounded to the nearest ten? Again, what is 117 rounded to the nearest ten?

Guided Instruction Concept Development Problem 2: Rounding the following measurements to the nearest ten: 75 mL 175 mL 212 g 315 mL 103 kg

Exit Ticket 1. Round to the nearest ten. Use the number line to model your thinking.

Exit Ticket 2. Bobby rounds 603 to the nearest ten. He says it is 610. Is he correct? Why or why not? Use a number line and words to explain your answer.

Math Log Look at Problem 1(f). Did the zero in 405 make the problem challenging? Why?