Continue to do the hill problems with the following numbers.So when you have a number like 24, and you are asked to round it to the nearest 10, the nearest 10 is backward, which sends you right back to 20. If they ride it up to the 4 (as in 24) and stop, where is the bike most likely to head? The answer is back down to where they started. Ask students to pretend that they are on a bike.We can easily see that 29 is very close to 30, but with numbers like 24, 25 and 26, it gets more difficult. What she is doing when she figures out the answer is called rounding-finding the closest 10 to the actual number. She could have given the cashier two dimes (20 cents) or three dimes (30 cents). They have two choices with a problem like Sheila’s.
Tell students that today the class will focus on two-digit numbers.This hill is used to illustrate the two 10s that the students are choosing between when they are rounding. Write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10 so that the one and 10 are at the bottom of the hill on opposite sides and the five ends up at the very top of the hill. Later in the year, the class will go into situations that don’t follow these rules, but they are important to learn in the meantime. Discuss why rounding and estimation are important. Introduce the lesson target to students: "Today, we are introducing the rules of rounding." Define rounding for the students.
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