When we can see what 27 looks like, it’s easy to see that 27 is closer to 30 than it is to 20. Now we need to figure out which ten it is closer to: 20 or 30. In this case, it comes between 20 and 30. First, we can ask which tens 27 comes between. Using Base Ten Blocks for Rounding Numbersīase ten blocks are an excellent visual for rounding numbers because most students are already familiar with them. How can we eventually bridge this concrete representation to a more abstract representation?.How can this concept be visualized without any digits involved?.When I am brainstorming concrete activities, I am asking myself a couple of questions. This does not enable them to build the connections that are so important for true understanding and number sense development. But this does not help them understand what rounding really means. So often when we teach rounding, we begin with using the actual digits of a number, and introducing them to a rhyme or rule. This stage is where students are rapidly building their understanding of a concept. In this concrete phase, students are using physical objects that they can manipulate. If you use the CRA Model in your math classroom (highly encouraged), you know how important it is to begin teaching any concept in a concrete way that students can visualize. So how do we accomplish this? Where do we begin? HANDS-ON ACTIVITIES In the words of Nicki Newton, “Don’t teach tricks. 9 84 may be rounded off to 3 if the rounding is done either to the nearest units or tenths.When we think about it in this way, it’s clear that we must stop teaching the cute rounding rhymes, and start teaching actual math.
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