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Rounding to the Nearest 10 - Coaster
1 2 3 4 Pre & Primary Essentials Classroom Displays Fractions & Decimals Number & Place Value Money 1 Page

Rounding to the Nearest 10 - Coaster

Use the Rounding Coaster chart when introducing the concept of rounding numbers to the nearest ten. 

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Learning goals

  • We are learning to partition, rearrange and regroup numbers to 10 000 using place value groupings.
  • We are learning to add and subtract two-and three-digit numbers using place value groupings.
  • We are learning to investigate equivalent fractions, e.g. halves, quarters and eighths or thirds and sixths.
  • We are learning to find equivalent representations of fractions and make connections between fractions and decimals, e.g. ¼ of 1 metre = .25m or 25cm.
  • We are learning to read, write, name and order two-digit numbers to at least 120 using concrete materials, hundred charts and number lines.
  • We are learning to model problems involving addition and subtraction, including simple whole-dollar money problems, in practical role-play situations.
  • We are learning to solve problems involving modelling addition, subtraction, equal sharing and grouping, using different strategies.
  • We are learning to read, write, model and represent numbers to 100 in different ways and on number lines.
  • We are learning to show that two- and three-digit numbers can be partitioned and re-named in different ways, such as partitioning three-digit numbers into hundreds, tens and ones.
  • We are learning to count collections to 1000 using place value groupings.
  • We are learning to solve practical problems involving addition and multiplication including money problems, such as budgeting, using multiple strategies.
  • We are learning to use estimation and rounding to check and explain calculations including transactions involving money.
  • We are learning to solve problems involving purchases and calculate change to the nearest 5 cents, using both mental strategies and digital tools.

Curriculum alignment

AC9M2N02 9 Partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation AC9M4N08 9 Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation AC9M4N07 9 Choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions AC9M1N05 9 Use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem AC9M1N06 9 Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem AC9M1N01 9 Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts AC9M4N03 9 Find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation AC9M3N03 9 Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator ACMNA053 8.4 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems ACMNA013 8.4 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line ACMNA077 8.4 Investigate equivalent fractions used in contexts ACMNA028 8.4 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting
MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MA1-3WM old Supports conclusions by explaining or demonstrating how answers were obtained MA1-2WM old Uses objects, diagrams and technology to explore mathematical problems MA1-1WM old Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-5NA old Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers MA2-7NA old Represents, models and compares commonly used fractions and decimals MA1-7NA old Represents and models halves, quarters and eighths MA2-4NA old Applies place value to order, read and represent numbers of up to five digits MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning MA1-FG-01 new Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems MA2-RN-02 new Represents and compares decimals up to 2 decimal places using place value MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values MA1-RWN-01 new Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers MA1-RWN-02 new Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values MA2-PF-01 new Represents and compares halves, quarters, thirds and fifths as lengths on a number line and their related fractions formed by halving (eighths, sixths and tenths) MA2-RN-01 new Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands
VC2M4N08 2.0

Solve problems involving purchases and the calculation of change to the nearest 5 cents with and without digital tools

 VCMNA094 Recognise the importance of repetition of a process in solving problems VCMNA105 Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting VCMNA091 Recognise and describe one-half as one of two equal parts of a whole VCMNA090 Represent practical situations that model sharing VCMNA092 Recognise, describe and order Australian coins according to their value VCMNA089 Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts VCMNA087 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line VCMNA157 Investigate equivalent fractions used in contexts VCMNA131 Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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