We’ve seen the cute roller coaster rounding poster but does this really teach our students how to round? Once again, we must take the time to teach students ** why**.

Why do we ‘round up’ when a number is 5 or more?

How can we teach rounding effectively? By using number lines.

By teaching students to use number lines, we can help them see **why** ‘5 or more round up’ while ‘4 or less round down’. Number lines show the distance for a number that is 5 or more is closer to the next number while the a number that is ‘4 or less’ is closer to the number prior.

Rounding 78 to the nearest tens –> ** 78**78 is 8 away from 70 while only two away from 80. So when rounding to the tens place, 78 rounds to 80 because it is at a closer distance than 70.

Rounding 326 to the nearest tens –> 3** 26**326 is 6 away from 320 while only 4 away from 330. So when rounding to the nearest tens place, 326 rounds to 330 because it is at a closer distance.

Rounding 2,334 to the nearest hundreds –> 2,** 334**2,334 rounds to 2,300 because it is at a closer distance than 2,400.

This video definitely proves just how important** talking** is in the classroom. It is **super super super** important for students to be having conversations with one another while practicing simple math skills. Students constantly need to be **exposed to** and **practice** using correct math vocabulary!! Teachers also have such an important role in providing not only the atmosphere for this, but to also be **modeling** while they teach! Also, it is vital for teachers to remember to use their questioning skills 🙂

Some sentence stems you and your students should be using when rounding.

- “We can draw a number line to show this”
- “# is between # and #”
- “# is more than or less than #, therefore it is closer to #”
- “# rounds to # because it is closer than #”

Want more suggestions, tips, and rounding practice? Here is a link to a **rounding bundle**.

How do you help students better understand rounding?