Big idea: B1.5 asks Grade 6 students to round decimal numbers, both terminating and repeating, to the nearest tenth, hundredth or whole number, as applicable, in various contexts. Choosing the sensible rounding place (cents for money, for example) is part of the expectation.
Common difficulties:
- Chain rounding. Rounding 7.248 "from the back" (8 makes the 4 a 5, which makes the 2 a 3) gives a wrong answer. Only the digit just right of the rounding place matters.
- Rounding up a 9. 6.97 to the nearest tenth is 7.0, not 6.10. Show it on a number line.
- Trusting the calculator display. A calculator showing 0.6666666667 has already rounded; the true decimal repeats forever.
How to help: Divide things at home (a bill split three ways, a bag of 100 g of trail mix shared by 3) and round the answer. Ask, "Does it make sense to round to the cent here, or to the nearest whole?" When your child gets stuck, encourage them to try a number line; persevering through tricky problems is part of Strand A.