4.NBT.3 - About the Math, Learning Targets, and Rigor

Full Standard

Use place value understanding to round multi-digit whole numbers to any place.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number, fraction, and decimal concepts.

3rd Grade Students Learning 4th Grade Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number and fraction concepts.

 

Learning Targets

• Use benchmark numbers to locate and place multi-digit numbers on number lines.
• Round a number to a determined place value.
• Explain how rounding and estimating are similar and different.

 

About the Math

Rounding numbers should result in using number sense not just following a rule.  

• Round a number to a determined place value.

Rounding is a procedure that takes advantage of the number of numbers in a decade. It is not a rhyme such as "five and above give it a shove." Instead, there are 5 numbers that round to the same decade and five numbers that round to the next decade. For example, 60, 61, 62, 63, and 64 round to the same decade. 65, 66, 67, 68, and 69 round to the next decade. This idea can be extended to larger numbers rounded to different place values. 

 

 When teaching rounding, it is helpful for students to use a number line to visualize the process. For example, if asked to round 17 to the nearest ten, draw a number line and label the endpoints 10 and 20. Have the students place the number 17 on the number line and point out that it is closer to 20 so 17 rounds to 20.

• Explain how rounding and estimating are similar and different.

Rounding is a way to estimate. Using friendly or compatible numbers is another way to estimate. Estimating helps students determine reasonableness of their solutions or calculations. Students should frequently estimate before computing and compare their results to their estimations. Students should also be able to describe how rounding is different than estimating (in general) and when rounding might be helpful and when it might not be. For example, 24 rounds to 20 but may be best thought of as 25 for easier estimations. 24 x 8 can be estimated as 25 x 8 rather than 20 x 8 - though both can be used. 

 Important vocabulary for this standard includes value and digit. Visit the online dictionary Links to an external site. for additional vocabulary support.

 

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year

Quarter 1	Quarter 2	Quarter 3	Quarter 4
Round a number to a determined place value. Explain how rounding and estimating are similar and different

*Revisit this standard during the year through routines, independent practice, discussions, and other activities.

 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades

Grade 3	Grade 5
Round numbers to nearest 10 or 100 ( 3.NBT.1 )	Round whole numbers and decimals ( 5.NBT.4 )

 

 

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TASKS

These tasks can be used with small group or whole group instruction. 

• Begin with an open number line identifying both endpoints (Example: 300 and 400, 500 and 700, 1,200 and 1,300). Ask students to identify the mid points of the number line. Provide students with different numbers on a sticky note or index card and ask them to identify the approximate location of the numbers on the number line. Once all numbers are placed, ask student it explain which each of the numbers would round to and explain why their answer is accurate. It is important for students to understand that the numbers "round" to those other numbers because they are closer to those round numbers.
• Ask students to write about a time when they would round in the real world. They must describe a situation when they would round and explain why they made that decision. Encourage students to share their writing and compare situations with the group.
• If a number was rounded to 300, what could the number have been originally?
• If a number was rounded to 500, what would have been the lowest and highest values for the number if the number was rounded to the tens? What would have been the lowest and highest values of the number if the number was rounded to hundreds? Explain your thinking.
• What are two different numbers you could round 4,596 to? Explain your thinking.
• Why is rounding important?
• When might it be valuable to round to the hundreds place, and when might it be valuable to round to the tens place? For example, when ordering new pencils, round up to 400 because it’s okay to have a lot extra and they will get used, but if ordering bagged lunches for a field trip round to 380 because you wouldn’t want the food to go to waste.
• When might you use rounding when adding and subtracting numbers? How about when working with fractions?

 

 

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

 

 

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• Rounding to the Nearest 1000 Links to an external site. (Illustrative Math)
• Rounding to the Nearest 100 and 1000 Links to an external site. (Illustrative Math)
• It's in the Numbers Links to an external site. (Georgia Department of Education, pg. 66-71)
• Enough's Enough 4nbt3.doc Download Enough's Enough 4nbt3.doc (Cache County, Utah lesson)
• Rollercoaster Rounding 4nbt3.docx Download Rollercoaster Rounding 4nbt3.docx (Cache County, Utah lesson) 

 

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	3-5
	Hands On Standards	3-4	18-19 (Comparing and Ordering Numbers )
	Math In Practice Teaching Fourth-Grade Math	4	Module 3

 

 

 

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Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Rounding Race Download Rounding Race
  (HCPSS-adapted print resource)
• A Reasonable Difference Download A Reasonable Difference
  (HCPSS-adapted print resource)
• Reasonable Sums Download Reasonable Sums
  (HCPSS-adapted print resource)

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Round and Estimate a Links to an external site.
• Round and Estimate b Links to an external site.
• Round to the Nearest Hundred Links to an external site.
• Round to Nearest Thousand Links to an external site.
• Reason About Rounding to Nearest Ten Links to an external site.
• Reason About Rounding to the Nearest Thousand Links to an external site.
• Reason About Rounding to Different Places Links to an external site.

 

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Learning Targets

• Round a number to a determined place value.
• Explain how rounding and estimating are similar and different.

 

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

Rubric for Tasks Links to an external site.

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.

 

 

 

 

 

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