Examples of what pupils should know and be able to do
Probing questions
What is the smallest number that would round to 10000?
Talk me through the steps you go through to round a number correct to two decimal places.
What if pupils find this a barrier?
Initially use unmarked number lines to locate and round the number to the required accuracy.
Ask pupils to imagine the section of the number line in their heads. What numbers have they 'marked' on their 'number line'? What would the rounded number be?
If necessary, refer back to Step 5.
Encourage pupils to see the equivalence between rounding to two decimal places and rounding to the nearest hundredth.
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