Step 3: Rounding Numbers Year 6 Place Value Learning Video Clip
Indiana is helping to renovate one of the ancient pyramids with restoration contractor Lucy. They need your knowledge of rounding numbers to help them work their way through the pyramid.
More resources for Autumn Block 1 Step 3.
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Discussion points for teacher
- Help Indiana and Lucy to crack the code and access the pyramid. Discuss how to use place value knowledge to round the given numbers. Discuss which place value column needs to be looked at in order to round to the nearest 1,000 and 10,0000.
- Help Lucy to complete the calculations by putting the numbers into the correct places so that they provide the given answers when rounded to the nearest 100,000. Discuss how to round the given numbers. Discuss the reasons why Lucy may have rounded the numbers before adding them (for example, to estimate the costs).
- Lucy and Indiana must figure out what digits could be represented by the hieroglyphics. Both of the hieroglyphic numbers round to 600,000. Discuss which digits can be worked out immediately using knowledge of rounding. Discuss whether you are rounding to the nearest 100,000 or 10,000 and how this could change the digits. This question is open-ended for the children to explore.
- Help Lucy and Indiana to seal the tomb by placing the scarab beetles into the place value chart. The number must give the same answer when rounded to the nearest 10,000 and 100,000. Discuss what each column represents, and which ones will need to be looked at in order to round to the nearest 10,000 and 100,000. This question is open-ended for the children to explore.
National Curriculum Objectives
Mathematics Year 6: (6N4) Round any whole number to a required degree of accuracy
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