Rounding Roller Coaster

Rounding Roller Coaster

Ages 6–8 · 11 minutes · Math

Buckle up for a wild ride with rounding!

In this beginner rounding and estimation lesson, students will learn and practice:

- Rounding to the nearest ten and hundred
- Estimating ticket price sums in the tens
- Real-life applications of estimating wait times, height measurements and costs

Part of

Standards alignment

Common Core State Standards

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Alabama

  • MA19.3.10 — Identify the nearest 10 or 100 when rounding whole numbers, using place value understanding.
  • MA19.2.10 — Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • MA19.2.6 — Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

Alaska

  • 3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.OA.1 — Use addition and subtraction strategies to estimate, then solve one- and two-step word problems (using numbers up to 100) involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions (e.g., by using objects, drawings and equations). Record and explain using equation symbols and a symbol for the unknown number to represent the problem.
  • 2.NBT.1 — Model and identify place value positions of three digit numbers. Include:

Arizona

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.10 — When solving problems, assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Arkansas

  • 2.NPV.2 — Identify the value of hundreds, tens, and ones place in a three-digit number.
  • 3.NPV.1 — Round four-digit whole numbers to the nearest 10 or 100, using place value understanding.
  • 2.CAR.7 — Solve one and two-step real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing unknowns in all positions.

California

  • 2.NBT.7.1 — Use estimation strategies to make reasonable estimates in problem solving.
  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Colorado

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Connecticut

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Delaware

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Florida

  • MA.3.NSO.1.4 — Round whole numbers from 0 to 1,000 to the nearest 10 or 100.
  • MA.2.NSO.1.4 — Round whole numbers from 0 to 100 to the nearest 10.
  • MA.2.NSO.2.3 — Add two whole numbers with sums up to 100 with procedural reliability. Subtract a whole number from a whole number, each no larger than 100, with procedural reliability.

Georgia

  • 3.NR.1.3 — Use place value understanding to round whole numbers within up to 1000 to the nearest 10 or 100.
  • 3.NR.1 — Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.

Hawaii

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Idaho

  • 3.NBT.A.1 — Round a whole number to the tens or hundreds place, using place value understanding or a visual representation.
  • 3.OA.D.8.b — Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.
  • 2.MP.5 — Use appropriate tools strategically.

Illinois

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Indiana

  • 3.NS.6 — Use place value understanding to round two- and three-digit whole numbers to the nearest 10 or 100.
  • 2.CA.1 — Solve real-world problems involving addition and subtraction within 100 in situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the addition or subtraction problem (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Use estimation to decide whether answers are reasonable in addition problems. (E)

Iowa

  • 3.NBT.A.1 — Round whole numbers to the nearest 10 or 100 within the range of 0–1,000. For example, rounding 643 to the nearest 10 would be 640; to the nearest 100 would be 600.
  • SMP2 — Reason abstractly and quantitatively.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Note: Fluency of this standard is critical by the end of grade level.
  • SMP8 — Look for and express regularity in repeated reasoning.

Kansas

  • 3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.5 — Fluently (efficiently, accurately, and flexibly) add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (e.g. composing/decomposing by like base-10 units, using friendly or benchmark numbers, using related equations, compensation, number line, etc.).

Kentucky

  • KY.3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • KY.2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.

Louisiana

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Maine

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Maryland

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Massachusetts

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Michigan

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  • MP4 — Model with mathematics.

Minnesota

  • 2.1.1.4 — Round numbers up to the nearest 10 and 100 and round numbers down to the nearest 10 and 100. For example: If there are 17 students in the class and granola bars come 10 to a box, you need to buy 20 bars (2 boxes) in order to have enough bars for everyone.
  • 2.1.2.3 — Estimate sums and differences up to 100. For example: Know that 23 + 48 is about 70.
  • 2.1.1.2 — Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds. For example: Writing 853 is a shorter way of writing 8 hundreds + 5 tens + 3 ones.

Mississippi

  • 3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Missouri

  • 3.NBT.A.1 — Round whole numbers to the nearest 10 or 100.
  • 3.RA.D.10 — Interpret the reasonableness of answers using mental computation and estimation strategies including rounding.
  • 3.GM.B.5 — Estimate time intervals in minutes.

Montana

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • MP4 — Model with mathematics.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Nebraska

  • 3.A.1.b — Determine the reasonableness of whole number sums and differences using estimations and number sense.
  • 3.N.1 — Numeric Relationships: Students will demonstrate and represent multi-digit numbers using place value understanding.

Nevada

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

New Hampshire

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

New Jersey

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

New Mexico

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

New York

  • NY-3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • NY-3.OA.8.b — Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

North Carolina

  • NC.3.NBT.2 — Add and subtract whole numbers up to and including 1,000. • Use estimation strategies to assess reasonableness of answers. • Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems. • Use expanded form to decompose numbers and then find sums and differences.
  • NC.2.MD.8 — Solve word problems involving: • Quarters, dimes, nickels, and pennies within 99¢, using ¢ symbols appropriately. • Whole dollar amounts, using the $ symbol appropriately.
  • NC.2.NBT.1 — Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. • Unitize by making a hundred from a collection of ten tens. • Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. • Compose and decompose numbers using various groupings of hundreds, tens, and ones.

North Dakota

  • 3.NO.NBT.2 — Apply place value understanding to round whole numbers to the nearest 10 or 100.

Ohio

  • 3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • MP.4 — Model with mathematics.

Oklahoma

  • 2.N.1.6 — Use place value understanding to round numbers to the nearest ten and nearest hundred (up to 1,000). Recognize when to round in real-world situations.
  • 2.N.2.3 — Estimate sums and differences up to 100.
  • 3.N.2.4 — Recognize when to round numbers and apply understanding to estimate sums and differences to the nearest ten thousand, thousand, hundred, and ten.

Oregon

  • 3.NBT.A.1 — Use place value understanding to round whole numbers within 1000 to the nearest 10 or 100.
  • MP4 — Model with mathematics.
  • 2.NBT.B.5 — Fluently add & subtract within 100 using accurate, efficient, & flexible strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Pennsylvania

  • CC.2.1.3.B.1 — Apply place-value understanding and properties of operations to perform multi-digit arithmetic.

Rhode Island

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • MP8 — Look for and express regularity in repeated reasoning.

South Carolina

  • 3.NSBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.PS.6a — Express numerical answers with the degree of precision appropriate for the context of a situation.
  • 2.NSBT.1b — Understand place value through 999 by demonstrating that the hundreds digit in a three-digit number represents the number of hundreds, the tens digit represents the number of tens, and the ones digit represents the number of ones.

South Dakota

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Tennessee

  • 3.NBT.A.1 — Round whole numbers to the nearest 10 or 100 using understanding of place value and use a number line to explain how the number was rounded.
  • 1.NBT.C.5 — Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.

Texas

  • 3.2C — 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; and
  • 3.4B — round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems;

Utah

  • 3.NBT.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.8.c — Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.

Vermont

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.6 — Add up to four two-digit numbers using strategies based on place value and properties of operations.

Virginia

  • 2.CE.1a — Apply strategies (e.g., rounding to the nearest 10, compatible numbers, other number relationships) to estimate a solution for single-step addition or subtraction problems, including those in context, where addends and minuends do not exceed 100.
  • 2.NS.1g — Choose a reasonable estimate up to 1,000 when given a contextual problem (e.g., What would be the best estimate for the number of students in our school – 5, 50, or 500?).
  • 2.NS.2c — Apply patterns within the base 10 system to determine and communicate, orally and in written form, the place (ones, tens, hundreds) and value of each digit in a three-digit whole number (e.g., in 352, the 5 represents 5 tens and its value is 50).

Washington

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Washington, D.C.

  • 3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 2.NBT.B.5 — Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

West Virginia

  • M.3.12 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • M.2.10 — Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.
  • M.3.8 — Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Instructional Note: This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

Wisconsin

  • M.3.NBT.A.1 — Use place value understanding to generate estimates for problems in real-world situations, with whole numbers within 1,000, using strategies such as mental math, benchmark numbers, compatible numbers, and rounding. Assess the reasonableness of their estimates (e.g., Is my estimate too low or too high? What degree of precision do I need for this situation?).
  • M.2.NBT.B.5 — Flexibly and efficiently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. In Grade 2, subtraction with decomposition is an exception and may include drawings or representations.

Wyoming

  • 3.NBT.E.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 3.OA.D.8.B — Assess the reasonableness of answers using mental computation and estimation strategies including rounding.