Starter quiz
- Look at this sequence of numbers. What would come next? 4,300,000 4,400,000 4,500,000 ______
- '4,600,000 ' ✓
- Complete: 2,490,000 is ______ when rounded to the nearest multiple of one million.
- '2,000,000' ✓
- Match the number to its rounded value when rounded to the nearest multiple of one million.
- 999,999⇔1,000,000 ✓
- 4,499,999⇔4,000,000 ✓
- 4,501,000⇔5,000,000 ✓
- 5,550,005⇔6,000,000 ✓
- 6,999,999⇔7,000,000 ✓
- Select all the correct options. 139,000 is a multiple of ___
- 10 ✓
- 100 ✓
- 1,000 ✓
- 10,000
- 1,000,000
-
- Complete: 539,000 is ______ when rounded to the nearest multiple of 100,000
- '500,000' ✓
- Lucas thinks of a number. His number is 10,000 when rounded to the nearest one thousand. What is the smallest integer that his number could be?
- 8,500
- 9,499
- 9,500 ✓
- 10,499
- 10,500
-
Exit quiz
Look at the number line. The next multiple of 100,000 after ‘A’ is ______- '6,000,000 ' ✓
- Look at the number line. ‘A’ is ______ when rounded to the nearest multiple of 100,000
- '6,000,000' ✓
- Complete: 4,602,001 is ______ when rounded to the nearest 100,000
- '4,600,000' ✓
- Match the number to its rounded value when rounded to the nearest multiple of 100,000
- 1,049,999⇔1,000,000 ✓
- 1,099,999⇔1,100,000 ✓
- 1,150,000⇔1,200,000 ✓
- 1,250,092⇔1,300,000 ✓
- 1,350,111⇔1,400,000 ✓
- 2,349,530 is 2,350,000 when rounded to the nearest multiple of ___
- 10
- 100
- 1,000 ✓
- 10,000 ✓
- 100,000
-
- Lucas thinks of a number. His number is 543,000 when rounded to the nearest 1,000 What is the smallest that his number could be?
- '542,500' ✓
Worksheet
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Presentation
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Lesson Details
Key learning points
- Identify the digit in the place value place the number is being rounded to - then find the previous and next multiples.
- Then identify the digit to the right of this - this is the critical digit.
- If the critical digit is a four or less, we round to the previous multiple.
- If the critical digit is a five of more, we round to the next multiple.
Common misconception
Mistakes may be made when identifying the previous multiple of the power of 10 or when giving the rounded answer (missing off any digits that have a larger value).
Use numbers lines, the stem sentences and learning about the critical digit to support children to identify previous multiples and when giving their answer.
Keywords
Round - When we round, we make a number simpler but keep its value close to what it was. The result is less accurate, but easier to use.
Critical - Something that is critical has crucial importance.
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