Examples of what pupils should know and be able to do
Probing questions
How do you go about rounding a number to the nearest 100? What do you look for?
Is 230 rounded to the nearest 10, 100 or 1000? How do you know?
Is 500 rounded to the nearest 10, 100 or 1000? How do you tell?
What is the largest/smallest number to one decimal place that would be rounded to 7?
What is the largest/smallest number to two decimal places that would be rounded to 7?
What is the largest/smallest number altogether that would be rounded to 7?
What if pupils find this a barrier?
Refer back to Step 3 and possibly Step 2.
Expand the number-line image to include tenths and hundredths.
Encourage pupils to see the equivalence between rounding to one decimal place and rounding to the nearest tenth.
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