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

Grade 4 G/T Place Value and Decimals

5.NBT.4

About the Math

Full Standard

Use place value understanding to round decimals to any place.

 

Learning Targets (I can)

  • Explain how decimals are rounded and why it's useful.
  • Round decimals to any place.
  • Explain how rounding and estimating are similar and different.

 

About the Math

Rounding is not the same as estimating. Estimating is grounded in reasoning and consideration of number, benchmarks, and context. Rounding is grounded in procedure and rule. Rounding can be useful. When rounding decimals, a number line can be a helpful tool. Using rhymes such as "five and above, give it a shove" are not to be used.

  • Explain how decimals are rounded and why it's useful.

Decimals are rounded in the same way that we round whole numbers. For example, we can round 30.56 to the nearest tenth. There are 5 numbers that round to the current tenth (sometimes referred to as rounding down - which can be confusing when a horizontal number line is used). Those numbers. 30.50, 30.51, 30.52, 30.53, and 30.54. There are 5 numbers that round to the next tenth. They are 30.55, 30.56, 30.57, 30.58, and 30.59. Rounding decimals is useful for estimating calculations with decimals or for approximating solutions.

  • Round decimals to any place.

Students round decimals based on understanding (mentioned above) and their understanding of rounding whole numbers. Students should be able to explain how a number is rounded using representations such as number lines.

  • Explain how rounding and estimating are similar and different.

Rounding is a way to estimate. Rounding is grounded in a procedure. Estimating is grounded in understanding. For example, 0.24 rounds to 0.2 but is more useful when estimated to 0.25. Additionally, 0.24 might even be thought of as 0.3 when estimating the sum of 13.71 and 4.24 to be about 13.7 + 4.3 (about or a little less than 18).

Essential vocabulary for this standard includes decimal place,  estimate, and rounding. 

 

 

 

Progression of Standard within Grade 4 G/T

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

 
  • Explain how decimals are rounded and why it's useful.
  • Round decimals to any place.
  • Explain how rounding and estimating are similar and different
  • Reinforce when computing with decimals.

 

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 4 Grade 
  • Use place value understanding to round multi-digit whole numbers to any place (4.NBT.3)

This concept is not taught after grade 5. Students are expected to apply the standard/skills proficiently.

 

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Instructional Tasks

TASKS

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

  • Jeremy rounded the weight of his fruit to 4.5 lbs. What could have been the actual weight of his fruit?
  • Davin and Devonte are having a “round off.” Davin says that 7,456.856 rounded to the nearest tenth is 7,460. Devonte says Davin is wrong. Settle the dispute and justify why Devonte is correct. What would be the correct response?
  • Randi estimates the product of 6.8 x 5.2 as 35. Is this a reasonable estimate? Why?
  • A number is rounded to 5.76. What would have been the lowest and highest original numbers if the numbers were rounded to the hundredths? Explain your thinking.
  • The tablet held by the Statue of Liberty is 23.583 feet tall and 13.583 feet wide. Using the formula for area, and rounding the dimensions to the nearest tenth, write a number sentence and calculate the area of the tablet. (related to 5.NBT.7)

 

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.

Module 6 • Decimals

Round and Estimate Decimals: Links to an external site.

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. 

 

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 Close "Nice" Numbers,  Activity 7.10, Page192
Brain-Compatible Activities for Mathematics 4-5 66-68 "Grocery Bill Math"
69-72 "Party Planners"

Math In Practice

Teaching Fifth-Grade Mathematics

 5 Module 1

 

 

 

 

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Independent Work

Centers

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

 

 

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.

 

 

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Assessment

Learning Targets

rubric

  • Explain how decimals are rounded and why it's useful.
  • Round decimals to any place.
  • 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. 

 

 

 

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.