rounding conceptually

Posted on August 21, 2013

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Student rounded 26,482 to 27,000…. she *did* get things like 29,566 wentto 30,000…

Instead of doing the “here’s the rule, look at the next number” thing, I read the whole rest of the number (with writing and underlining and pointing)… focusing on the idea that I needed to know if I was halfway there, and 500 is half of a thousand… and 482… isn’t enough.   Even 499 isn’t enough…. (we’ll see. It’s not there yet.   Had to do the same with 16,529… and she assumed that she’d gotten both of ’em wrong, so she changed both… there’s some independence to be learned) 

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