3.MATH.2.C
Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers.
Grade 3 · Texas Essential Knowledge and Skills (TEKS) · TEKS 2012
Standard Unwrapping
AI-generated as a starting point — sign in to edit.Vocabulary
numbernumber lineconsecutive multiples101001,00010,000wordsrelative sizewhole numbersrounding
Skills
- represent (a number on a number line between two consecutive multiples of 10, 100, 1,000, or 10,000) #dok2
- describe (relative size of numbers using words) #dok2
- round (whole numbers) #dok2
Learning Targets
- I can identify two consecutive multiples of 10, 100, 1,000, or 10,000 that a number is between on a number line. #dok1
- I can locate a number on a number line between two consecutive multiples of 10, 100, 1,000, or 10,000. #dok2
- I can describe the relative size of numbers using words. #dok2
- I can round whole numbers based on their position between multiples on a number line. #dok2
- I can justify why a number rounds to a specific multiple using a number line and words. #dok3
Big Ideas
- Numbers can be represented and compared visually on a number line using multiples as reference points.
- Understanding the position of numbers on a number line helps us make sense of their relative size and how to round them.
Essential Questions
- How does the number line help you see where numbers fall between multiples?
- What strategies can you use to decide which multiples a number is closest to?
- Why is it important to understand the relative size of numbers in rounding?
- How can words and number lines together help you explain your rounding choices?
- How do you know if a number should be rounded up or down when using a number line?