Greetings!

This week we worked on rounding (i.e. estimating) numbers to
the nearest 10. For example, 354 rounded to the nearest ten is 350. Eighteen
rounded to the nearest ten is 20.

How is this important or useful? One reason is that estimating
amounts means faster answers. Although, yes, the answers will be imprecise. In many situations an estimate might be okay. Let’s say, for example, stating a past date as only a month or year, or describing the size of a book roughly in pages.

The rounding process also helps us to visualize amounts. In
the kids’ case, as learners, this visualization will initially be seen as a number line with fives or tens. We
used a variety of number lines this week, including graduated cylinders and
rulers.

ml. STATION |

g. STATION |

cm. STATION |

time STATION |

You can help us practice rounding by simply asking your child questions about any numbers you come across this weekend or whenever. If the amount is greater than ##5 the answer goes up to #10 (e.g. 435 to 440). If the amount is less than ##5 the answer goes down to ##0 (e.g. 82 to 80). Ask and you’ll see. The kids got the idea really well.

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We had a fascinating Show and Tell session with mineral samples. Then we had an impromptu look at minerals on You Tube. Interesting stuff to end the day.

Hands-on Minerals |

In-depth Minerals |

Here
are next Friday’s spelling words.

And that’s all for this week.

Have a fun weekend!

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