Grade 4

Rounding Using the Number Line

Use of number line to show rounding.  In each case what place is the student rounding to?  How do you know?

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What strategy is Victoria using?

Can you follow Victoria’s thinking?  Help me understand.

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Branching with decimals

Do the parts equal the whole?  Explain why you think the student recorded 18.40 in this way.

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Take a look at how Avery broke the problem about. What was she thinking?

Is it ok to solve the problem this way?

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