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Essay / Research Paper Abstract
A 3 page lessons plan that address the task of teaching how to round off decimals to the nearest tenth to fifth grade students. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khdecten.rtf
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Unformatted sample text from the term paper:
how to order and round whole number (Reys, et al 258). Their comprehension and skill level should include being able to interpret decimals in terms of place value, which enables
students to understand that 0.2 is the same as 0.20 or 0.200 (Reys, et al 258). Students who do not fully understand these concepts might consider 23.62 to be
larger than 23.9 because 62 is larger than 9 in whole numbers (Reys, et al 258). As this suggests, students should be fully aware of the nature of decimals and
their relationship to fractions and how each concept, decimals and fractions, is a way of expressing portions of a single whole. The teacher might begin by offering an example that
demonstrates the practicality of rounding off numbers. The teacher might say, "Have you ever had something that was so close to being whole that it seemed silly to say that
it wasnt? Say one of your friends is eating an apple and has taken one bite. Would you describe this as 99/100th of an apple? No, youd say that it
was still a whole apple. Once your friend had eaten most of it, you might say Gee, you ate half that apple really fast. When we make observations like this,
we are rounding fractions to a more convenient size." This explanation would take place within the framework of a class discussion, with the teacher inviting student input. The point is
to show the practicality of rounding numbers greater than 5 (or half) upwards, while numbers smaller than 5 should logically be rounded downwards. The teacher should then write an
example on the board, such as 1.06 and explains that the class is going to learn to found off to the nearest tenth. The class is asked to identify the
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