Common Core Standard 5.NBT.4
Use place value understanding to round decimals to any place.

The standard explained by NC DPI: (North Carolina Department of Instruction)

“This standard refers to rounding. Students should go beyond simply applying an algorithm or procedure for rounding. The expectation is that
students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round.
Students should have numerous experiences using a number line to support their work with rounding.”

Example:
Round 14.235 to the nearest tenth.
Students recognize that the possible answer must be in tenths thus, it is either 14.2 or 14.3.
They then identify that 14.235 is closer to 14.2 (14.20) than to 14.3 (14.30).



According to NC DPI, “Students should use benchmark numbers to support this work. Benchmarks are convenient numbers for
comparing and rounding numbers. 0., 0.5, 1, 1.5 are examples of benchmark numbers.”

THIS PRODUCT has children identify the benchmark number in between the two endpoints to build understanding of place value, but additional practice with benchmark numbers is suggested in classroom discussions and teacher modeling.

Table of Contents:
12 task cards rounding to the tenths
12 task cards rounding to the hundredths
12 task cards rounding to the whole number
12 mixed review cards
1 student recording sheet
Answer Key
Showdown Directions so task cards can be used in a game format

Coordinates with my Rounding Decimals lesson and practice pages.
http://www.teacherspayteachers.com/Product/Rounding-Decimals-using-Number-Lines-Common-Core-5NBT4