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Students focus is on how to problem solve and the ideas they are coming up with rather than on the right/wrong answers

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showing understanding through numberlines and using words to explain their thinking

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showing understanding through numberlines and using words to explain their thinking

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Students are going deeper by not only having to round numbers but to apply the concept to real world experiences.

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Students are going deeper by not only having to round numbers but to apply the concept to real world experiences.

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Rigor is evident in asking the "why" questions.

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Working with other students to create number lines, solve the problem, and discuss why rounding might be important

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pairs and then sharing # and reasoning allows all to make valuable contributions and affirms mathematical identities

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Students have to understand how to round numbers to different place values in order to complete this task. In addition, they have to be able to draw a number line and determine a starting point for the number line before rounding.

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Justifying and proving their solutions to answer questions posed in SLT

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Justifying and proving their solutions to answer questions posed in SLT

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The students have to think about the value of each digit in order to round numbers and understand that the numbers will round differently based on to which place.

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Students are building and extending on knowledge of place value concepts through application of skills.

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Activate prior knowledge by making connections. Start with a simple problem and increase with difficulty.
Scaffolding the information and ensuring that students have an understanding of the vocabulary.
"Why" questioning

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Making sure students can answer the "why" questions throughout the learning task.

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applying their math understanding of rounding a variety of multi-digit numbers to real-world situations in which adults use rounding skills

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They are able to make meaning and understand the objective through applicable and relevant tasks.

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Affirming learners identities is prevalent when students can express their ideas using visual representations such as number lines

Combining concepts such as number lines, rounding, and comparing place values assesses students' ability to take multiple concepts and put them together in order to complete a complex/multi-step task

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various examples of questions, scaffolds, purpose (why), application

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Students have to make meaning of what happens when you round the population and which would make the most sense to use/why

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They ask questions in the SLT such as will the population be greater, less than, or equal to after it is rounded to 100 or 10 and why?

As the teacher you could add your own questions to make them go further. For example, "How many more or less people would there need to be for the population to round in a different way?" "Do any of the counties round to the same number when rounded to the nearest ____?"