How To Teach Rounding to Struggling Learners

If your grade level has standards around rounding numbers then you have thought long and hard about how to teach rounding to students who are struggling with math. There are two main schools of thought here. 1) Teach the students HOW to round. This may include a rhyme, an anchor chart, or another method that teaches a procedure that, when applied correctly, will result in rounded numbers. 2) Conceptually based methods such as a number line.

The thing is, rounding is actually a very simple skill. Students who struggle to round numbers most often don't have a misconception about how to round, they lack an internal number line and the number sense that allows them to be able to round. 


In other words, it's not a rounding issue, it's a number sense issue. 

To teach struggling learners to round you want to spend the majority of your time developing number sense and, when you do, your students will pick up the skill of rounding quickly as a related after thought. 

Two main activities you will want to focus on are: 
  1. Identifying benchmark "round" numbers when counting by 10, 100, 1,000, tenths or whatever you may be rounding to. 
  2. Knowing how to count between these benchmark numbers. 
Activities for Identifying Benchmark Numbers

Play round robin skip counting games like "Buzz". Students stand in a circle and you will identify a start number (ex: 250) and a buzz number (ex: 430). Starting with the start number students will count round robin from the start number to the buzz number. Whoever says the buzz number sits down and the game continues. 

Play "Find the Hidden Number" by giving students a number line counting by a particular interval (ex: 100, 200, 300, etc.) Ask students to point to the number line to find the spot where numbers are "hiding" (ex: Where is 438 hiding?) 


Activities for Counting Between Benchmark Numbers 

Write the numbers between two benchmarks on post-it notes. Post the benchmark numbers on a classroom white board and draw a number line between the two numbers. Give students the remaining post-it notes and ask them, one at a time, to determine the spot where they think their number would go. (ex: 4,500 to 4,600. Post-it notes include 4,510/4,520/4,530, etc) 

Repeat the same activity as on the post-it notes, however, give students their own white board and ask them to write in the numbers between two benchmarks. They may write all of the numbers at once or you may ask them to plot specific numbers in your chosen order. 


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Differentiate Worksheets Without Breaking a Sweat

Worksheets are not one size fits all when it comes to how to teach math in an elementary classroom. With little to no preparation, however, you can differentiate worksheets to fit the needs of all of your learners. Just think C-R-A and you'll be prepared for all of your students in no time flat! #differentiation #Worksheets #MathWorksheets #TheMathSpot
What if I told you that you could differentiate your math worksheets, for any grade level, without getting out your computer, your white out, your pens or, really, doing any work at all? Would you believe me? What if I told you that, without any work at all, you could be differentiating in a more effective way?

Read on, my friends.

You've heard me go on and on about the benefits of a C-R-A (Concrete, Representative, Abstract) approach in the classroom and it's the perfect approach to differentiating independent practice without breaking a sweat! Take a look at how one worksheet can be used to reinforce place value by meeting the needs of (at least) 3 different types of learners.

The Concrete Learner
For your learners who need the most support, give your students the worksheet along with a set of base ten blocks. Students can build each problem with blocks as they learn. 





The Representative Learner
Your representative learner thinks that solving place value problems using base ten blocks is a breeze but isn't quite ready to use mental strategies to solve this type of problems. A place value chart may be just the scaffold they need to solve these problems.

Earlier on students may be drawing dots on a place value chart but, as they progress, they may be able to simply write the numerals in each place to organize their thinking.

A place value drawing would be an equally valid way to show this thinking in a representative way and is a more direct link to the base ten blocks for students who are just ready to dip their toe into a representative model.

The Abstract Learner 
For your learners who are starting to be able to do this work mentally, you may challenge your students to write an equation that matches each problem. Linking their place value thinking to the equation without the use of manipulatives or representative models will allow them to become more fluent and automatic with both of these skills! 

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