Rounding, Estimating and Justifying 
Grade: Fourth 
Content Area: Technology 
Time Frame: Depending on the use, from 45 to 120 min. 

Unit/Lesson Overview: In this lesson, students explore simple rounding of numbers to the 10's, 100's, or 1000's place. They then solve a series of estimation problems, using technology, and explain why the answer is reasonable by using pictures, numbers, and words, to justify their answers.

Student Standards (TEKS)
for
explanation of a TEK, click on the TEK 
Language Arts: 

Math: 
4.5(B)
4.14(D)
4.16(B) 
Social Studies: 

Science: 

Technology: 
B1
B3
M1 
Technology: 
M3
M10
M11 
Additional TEKS: 
Math: 4.5(A), 4.14(A), 4,14(B), 4,14(C), 4,15(A), 

I Can.... ...round numbers to the nearest 10, 100, and 1000. ...decide on a problem solving method and evaluate the solution for reasonableness. ...justify why the answer is reasonable and explain the solution process. ...use estimation and rounding to solve a problem. 
Assessment(s): Can students answer the questions using pictures, words, and numbers and justify their answer accordingly?Can students work together to come up with their own problem, and justify the answer?: 
TAKS Objectives:
Reading: 

Writing: 

Math: 
Objective 6, Objective 1 
Social Studies: 

Science: 


Bloom's Taxonomy
Yes 
Knowledge 
Yes 
Comprehension 
Yes 
Application 
Yes 
Analysis 
Yes 
Synthesis 
Yes 
Evaluation 

Big 6 Skills
Not Chosen 
Task
Definition 
Not Chosen 
Info. Seeking
Strategies 
Not Chosen 
Location and
Access 
Not Chosen 
Use of Information 
Not Chosen 
Synthesis 
Not Chosen 
Evaluation 

Supplementary Resources / Materials: The Hundred Penny Box by Sharon Mathis A Grain of Rice by Helena Clare Pittman The 500 Hats of Bartholomew Cubbins by Dr. Seuss How the Second Grade got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman
File: rounding_estimating_justifying1.ppt
File:

Internet Links:

Accommodations: To be determined by teacher based on student needs 
Procedures 
Introductory Activity (WarmUp): Use the Investigations TenMinute Math activity called Estimation and Number Sense. This is on pages 91 and 92 in Mathematical Thinking at Grade 4. 
Lesson: Step One: After working with rounding and place value and problems together in the classroom, the template rounding_estimating_justifying (file 1) can be used in several ways. (a) Teachers may use the template as a whole class activity on the multimedia screen one problem at a time, with students working either in pairs or individually to solve the problem on paper using numbers, pictures and words. (b) Teachers may use the template in a station, so that children can come and do a specific problem on paper. (c) Teachers may place the template in the student shared directory for them to use in centers on an individual basis or with partners to solve problems using the computer to draw with pictures, words and numbers. (d) Teachers may place the template in the student shared directory for students to use in the computer lab individually or with partners as practice or as an assessment.Step Two: Have students choose five of the problems listed that they want to work on. They will then go into the slide sorter view and delete the slides that they are not using. Step 3: Be sure, if students are going to use the template on their own, to remove the answer slide and the lesson plan slide. (Slides 17 and 19) Step 4: Once students have solved the problems and answered the rounding questions, they will then get with a partner and create their own word problem using a school setting. (slides 15 and 16) It must have some type of estimation, must be a number in the ten thousands, and must be at least a two or threestep problem.

Reteach: To be determined by the teacher based on the student needs

Extension: As an extension, students may use their created problems and rotate around the computer lab to solve other student problems. There are also several web sites on the last slide of the PowerPoint for students to practice. The Hangman Rounding is especially challenging.

Guiding Questions: Are you using pictures, words, and numbers to solve the problems?Are you remembering to round your numbers before you find the answer?

Summary Questions: Did making your own problem help you to understand how to solve other problems?How did you decide to create your own problem? What did you start with? What is alike or different about your problem and other student's problems?

Reflection:
