4.2.D
The Standard
round whole numbers to a given place value through the hundred thousands place
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students locate a named place and check the digit immediately to its right. They decide whether to keep or increase the target digit, then replace all digits to the right with zeros.
What Mastery Looks Like
- A student can identify the target place and the digit that decides whether to round up or down. The student can correctly write 347,582 as 347,580, 348,000, or 300,000 for different target places.
Common Misconceptions
- Students may look at the target digit instead of the digit immediately to its right. They may change digits to the left, forget ending zeros, or round down when the deciding digit is 5.
How to Assess It
- Give this exit ticket: Round 462,751 to the nearest ten, thousand, and hundred thousand. Circle the deciding digit and explain one answer.
Lesson moves
Ways to Teach It
Have pairs build 286,437 with digit cards on a place-value mat, then round it to three places and swap cards for zeros.
Ask, "Which hundred thousand is 650,000 closest to, and why does the halfway point matter?"
Play Rounding Relay: students draw a number card and place card, write the rounded number, and earn a point for a correct explanation.
Give city populations from a Texas map and ask students to round each to a stated place for a news headline.
Keep exploring
Related Standards
- 3.2.B
describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
- 4.4.G
round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers
- 4.2.B
represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
- 4.4.A
add and subtract whole numbers and decimals to the hundredths place using the standard algorithm
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