Download M05AT1.1.5a Round a decimal from the tenths place to the nearest

PA Reporting Category: M05.A-T Numbers and Operations in Base Ten
PA Core Standards: CC.2.1.5.B.1 Apply place‐value concepts to show an understanding of operations and rounding as
they pertain to whole numbers and decimals.
Assessment Anchor: M05.A-T.1 Understand the place-value system.
Descriptor: M05.A-T.1.1 Demonstrate understanding of place value of whole numbers and decimals, and compare
quantities or magnitudes of numbers.
Eligible Content: M05.A-T.1.1.5 Round decimals to any place (limit rounding to ones, tenths, hundredths, or
thousandths place).
Alternate Eligible Content Code: M05AT1.1.5a
Alternate Eligible Content: Round a decimal from the tenths place to the nearest whole number.
Know

Decimals to the tenth place
Alternate Eligible Content - Coded
Context
DO

round

nearest whole number
Definition notes:
A number written with base 10 place values that are smaller than one (e.g., tenths, hundredths). These place values
are written to the right of a decimal point (e.g., 0.91, 25.624).
Intent Statement: Students will identify the nearest whole number or position when given a fractional location
1. Most Complex Level (at the level as written):
 Content Target: Students will identify a number on a number line, marked only by whole numbers, to identify if a
number should be rounded up or down depending are where it falls on the number line; the student will follow
the standard rounding rule, which says numbers below 0.5 are rounded down to the next whole number and
numbers at and above 0.5 are rounded up to the next whole number.
 Example: Students will identify numbers to be rounded up or down by using the standard rule for rounding
decimal numbers, for example, when a student is given the number 1.7, the student will find it on the number line
and will identify if this number should be rounded up or down.
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2. Mid-Complex Level:
 Content Target: Students. via the student’s preferred communication, will identify a number on a number line,
marked by whole and decimal numbers, to identify if a number should be rounded up or down depending are
where it falls on the number line; the student will follow the standard rounding rule, which says numbers below
0.5 are rounded down to the next whole number and numbers at and above 0.5 are rounded up to the next whole
number.
 Example: Students will identify numbers to be rounded up or down by using the standard rule for rounding
decimal numbers, for example, when a student is given the number 1.7, the student will find it on the number line
and will identify if this number should be rounded up or down.
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1 .1 .2 .3 .4 .5 .6 .7 .8 .9 2 .1 .2 .3 .4 .5 .6 .7 .8 .9 3
7.2016
Least Complex Level:
 Content Target: Using wikki stix above or below a number line, marked by whole and decimal numbers, students
will indicate, via the student’s preferred communication, if a number should be rounded up or down depending
are where it falls on the number line; the student will follow the standard rounding rule, which says numbers
below 0.5 are rounded down to the next whole number and numbers at and above 0.5 are rounded up to the next
whole number.
 Example:
o Use a labeled and/or raised number line with red & green wikki stix above and below the number line.
o The teacher will mark the number line to indicate number placement.
o The student will identify, via the student’s preferred mode of communication, numbers to be rounded up
or down, using the standard rule for rounding decimal numbers with color for support. You can eliminate
digits and ask if the place you are touching is closer to one place than the other.
o For example, when a student is given the place where 1.2 is located, the student will find it on the
number line and will identify where the closest number (or highlighted bar) should be rounded up or
down.
o You can limit digits used (between 1 and 2, for example, as well as the tenths in between) or if digits
should be used at all on the number line based on your students’ current levels of performance (see
second example that provides a color reference).
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1 .1 .2 .3 .4 .5 .6 .7 .8 .9 2 .1 .2 .3 .4 .5 .6 .7 .8 .9 3
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Is this closer to the yellow or the blue box? Use objects instead of colors if this works best for your students
7.2016