ROUNDABOUT ROUNDING JOHNSON ELEMENTARY APRIL 9, 2009

Rounding numbers is part of math. Math is easy because every new layer of learning is built upon the solid foundation of the previous layer. Math is perceived as difficult if one of the preceding layers of learning are not mastered. Let me state this again: Math is easy. We need to constantly remember this fact and teach it to our students. High expectations=High scores Sometimes when a layer of learning is not mastered the weakness in the foundation causes other perceived weaknesses. In the real world the foundations on our homes need to be repaired and simply going back and starting over isn’t possible. Like companies hired to repair our foundation while it is still in place we as teachers can use the “easy” nature of math to help us fix the weaknesses in our students learning. “Roundabout Rounding” is one method of shoring up our students’ original learning on rounding. This method focuses on reducing our answer choices to two thus increasing the odds of a correct solution. Remember: math is easy and we mustn’t rush through this lesson to ensure that it stays easy. “Roundabout Rounding” is an indirect two-step process to solving rounding questions. Mastering the first step completely before moving onto the next step will ensure your students’ overall mastery of rounding.

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Can you round 164 to the nearest tens place? 5,6,7,8,9

Can you round 2,579 to the nearest hundreds place? 5,6,7,8,9

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Remember to only repeat Step 1 ten to fifteen times once the student has mastered the process or until it becomes rote. Rote memorization will become evident as the process fluency increases. Don’t discard these problems, yet. Now go back to the first problem and solve making sure to write the 5,6,7,8,9 each time until it becomes rote. Do it the same way until fluency has been established, consistency is the key. Have the student model the complete process orally and visually once all problems have been solved with 100% accuracy. Have the student teach the process to “Student B;” preferably a student who is recognized as a leader with respect to math. This will validate the student and work wonders with discipline. You may have to tell “Student B” that you want him/her to learn this concept so they can teach it to others (to avoid any chances that Student B may insult their trainer, saying “I already know how to do that”). Like I eluded to earlier, now not only is the student’s ability to round improved, but the student’s ability to estimate and use mental math has also been augmented. Confidence will ensue and this can change a child’s entire demeanor.

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