This is the Mathematics Grade 3, Quarter 1, Module 4 self-learning module (Alternative Delivery Mode, First Edition 2020) from DepEd Region XI, titled “Rounding Numbers to the Nearest Tens, Hundreds, and Thousands.” It is for Grade 3 learners studying at home or in class, and for the parents and teachers who guide them. After the module, learners should be able to round any number to the nearest tens, hundreds, or thousands using four simple steps.
On this page 8 sections
What learners will learn
The module has one learning competency:
- Round numbers to the nearest tens, hundreds, and thousands (M3NS-Ib-15.1)
Why rounding matters
The module explains that rounding off numbers is one way of making estimates. We do not always need the exact number. Instead, we can approximate how many people or things there are. A number expressed in exact tens, hundreds, or thousands is easier to picture.
Using a number line
The module starts with number lines so learners can see which ten or hundred a number is closer to:
- 14 sits between 10 and 20, and it is nearer to 10.
- 260 sits between 200 and 300, and it is nearer to 300.
This idea leads into the rules for rounding.
The four steps in rounding off
- Know the place value of the digit to be rounded off.
- Check the digit to its right.
- If the digit to its right is 4 or below, keep the digit to be rounded off. If it is 5 or above, add 1 to it.
- Change all the digits to the right of the rounded digit to 0.
Worked examples from the module
| Number | Round to | Digit to round | Digit to its right | What to do | Answer |
|---|---|---|---|---|---|
| 14 | tens | 1 | 4 | Keep 1 | 10 |
| 260 | hundreds | 2 | 6 | 2 + 1 = 3 | 300 |
| 857 | tens | 5 | 7 | 5 + 1 = 6 | 860 |
| 736 | hundreds | 7 | 3 | Keep 7 | 700 |
| 5 548 | thousands | 5 | 5 | 5 + 1 = 6 | 6 000 |
Notice the last example: when the digit to the right is exactly 5, you still add 1.
Parts and activities in this module
- What I Know (pretest): five multiple-choice questions, such as rounding 2 655 to the nearest tens.
- What’s In: a review of place value. Learners name the place value of an underlined digit in numbers like 647 and 7 493.
- What’s New (Activity 1): number line questions and three rounding items.
- What is It: the four steps and the worked examples above.
- What’s More (Activities 2 and 3): rounding 75 705 to the nearest tens, hundreds, and thousands; rounding numbers written in words, such as “two thousand, five hundred twenty-three”; and rounding to the place of an underlined digit.
- What I Have Learned: a summary of the four steps.
- What I Can Do (Activity 4): a word problem. Uncle Ben spent 155 days of vacation in Mati City. Learners round this to the nearest tens, step by step.
- Assessment (posttest): five multiple-choice questions.
- Additional Activities (Activity 5): a table for rounding 7 815 and 5 274 to the nearest tens, hundreds, and thousands.
- Answer Key: answers for every activity and test.
How to use this module
- Learners: Answer the pretest first to see what you already know. Then go through each part in order. Write all your answers on a separate sheet of paper, not on the module. Check your work with the answer key only after you finish, and be honest when you use it. End with the assessment to check your learning.
- Parents: Help your child review place value (ones, tens, hundreds, thousands) before starting, since rounding depends on it. Ask your child to say each of the four steps aloud while working.
- Teachers: The Notes to the Teacher suggest activating learners’ knowledge of place value in 1- to 4-digit numbers and giving extra place value activities before the rounding lesson. The module also says the lessons can be read in an order that matches the Grade 3 Mathematics materials you use.
If learners have questions or find a task hard, the module tells them to ask their teacher or facilitator.
Frequently asked questions
What grade and quarter is this rounding module for?
It is for Grade 3 Mathematics, Quarter 1, Module 4. It covers the competency M3NS-Ib-15.1, rounding numbers to the nearest tens, hundreds, and thousands.
What are the steps in rounding off numbers?
Find the digit to be rounded off, then check the digit to its right. If that digit is 4 or below, keep the digit; if it is 5 or above, add 1. Then change all digits to the right to 0.
What happens if the digit to the right is exactly 5?
You round up by adding 1. For example, the module rounds 5 548 to the nearest thousands as 6 000.
Does the module have an answer key?
Yes. It includes answers for the pretest, all activities, the assessment, and the additional activity.
What should learners review before this module?
Place value. The What’s In part asks learners to name the place value of underlined digits, and the Notes to the Teacher suggest extra place value practice.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Mathematics Quarter 1 – Module 4: Rounding Numbers to the Nearest Tens, Hundreds, and Thousands
[illustration: students studying under a tree, a teacher with a student at a desk, and students with a globe and a lamp]
CO_Q1_Mathematics 3_ Module 4
GOVERNMENT PROPERTY NOT FOR SALE
Mathematics – Grade 3 Alternative Delivery Mode Quarter 1 – Module 4: Rounding Numbers to the Nearest Tens, Hundreds, and Thousands First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Author: Guilerma T. Gutierrez
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina F. Silvestre, Ph.D., Elma C. Prudente, Annie Fel Lingatong, Edgardo Dondon S. Lorenzo, Ailyn V. Ponce
Reviewers: Helen C. Ugay, Evelyn P. Lucas, Alemer O. Veloso, Hazel G. Basa, Anne R. Carillo, Menard M. Arenas
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist: Menard M. Arenas
Management Team: Allan G. Farnazo / Alona C. Uy Mary Jeanne B. Aldeguer / Maria Gina F. Flores Analiza C. Almazan / Arnel S. Zaragosa Ma. Cielo D. Estrada / Jeremias C. Ceniza Maria Liza I. Berandoy / Illuminado T. Boiser
Printed in the Philippines by _____________________
Department of Education – Region XI
Office Address: F. Torres St., Davao City
Telefax: (082) 291-1665; (082) 221-6147
E-mail Address: region11@deped.gov.ph * lrms.regionxi@deped.gov.ph
3 Mathematics Quarter 1 – Module 4: Rounding Numbers to the Nearest Tens, Hundreds, and Thousands
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: target with an arrow]
This module was designed and written with you in mind to help you comprehend rounding numbers. The scope of this module permits it to be used in many different learning situations. The language used recognizes your diverse vocabulary backgrounds. The lessons are arranged to follow the standard sequence of the course but the order in which you read them can be changed to correspond with the Mathematics Grade 3 learning materials you are using.
After going through this module, you are expected to round numbers to the nearest tens, hundreds, and thousands (M3NS -Ib -15.1).
Enjoy your journey. Good luck!
What I Know
[illustration: pencil]
Read each item carefully. Write the letter of the correct answer on a separate sheet of paper.
If 2 655 is rounded to the nearest tens, what is the answer?
a. 2 650
b. 2 660
c. 2 750
d. 2 760If 74 is rounded to the nearest tens, what is the number?
a. 80
b. 75
c. 73
d. 70If 95 847 is rounded to the nearest hundreds, what is the number?
a. 95 800
b. 95 900
c. 96 800
d. 96 900If 10 593 is rounded to the nearest thousands, what is it?
a. 11 600
b. 11 000
c. 10 000
d. 10 500What is the answer, if 5 500 is rounded to the nearest thousands?
a. 5 000
b. 5 500
c. 6 000
d. 6 500
Lesson: Rounds Numbers to the Nearest Tens, Hundreds, and Thousands
Rounding off numbers is one way of making estimates. There is no need for us to give the exact number. Instead, we just approximate or estimate how many people or things are there. Estimating or rounding off numbers is important in visualizing the number of objects or people because it is easy to picture out an amount or value when expressed in exact tens, hundreds, and thousands.
In this lesson, you will know how to round off numbers to the nearest tens, hundreds, and thousands.
What’s In
[illustration: puzzle pieces]
Let us try to activate what you have learned from the previous lesson by answering the activity below.
Give the place value of the underlined digit.
- 647 _____
- 518 _____
- 7 493 _____
- 2 659 _____
- 8 314 _____
Notes to the Teacher
Activate the knowledge of learners in determining the place value from 1-4-digit numbers. Provide some activities on determining place value of numbers.
What’s New
[illustration: seedling]
Activity 1
A. Study the number line. Read the number labels.
[chart: number line; labels 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25]
- Find the point for number 14. In which tens is 14 closer to? 10 or 20? _____
[chart: number line; labels 200 210 220 230 240 250 260 270 280 290 300]
- In which hundreds is 260 nearer, 200 or 300? _____
B. Round off the following numbers to the indicated place value.
- 857 (tens) = 850 or 860? _____
- 736 (hundreds) = 700 or 800? _____
- 5 548 (thousands) = 5 000 or 6 000? _____
Can you find the connection between the position of numbers in a number line and rounding off numbers? Did you find it difficult in answering the items in B? No worries. As you go along with this module, you will learn the steps in rounding off numbers.
What is It
To round off numbers, follow these steps:
- Know the place value of the digit to be rounded off.
- Check the digit to its right.
- If the digit to its right is 4 or below, retain the digit to be rounded off. If it is 5 or above, add 1 to the digit to be rounded off.
- Change all the digits to the right of the digit to be rounded off to 0.
Let us go back to item no. 1 in Activity 1. Using the number line, when we round off 14 to the nearest tens, the answer is 10 since 14 is nearest to 10 than 20.
Applying the rules in rounding off:
Step 1: The digit to be rounded off is 1 since it is in the tens place.
Step 2: The digit to its right is 4.
Step 3: 4 is below 5. So, we will retain 1.
Step 4: Change all the digits to the right of 1 to 0.
Answer: 10
If your answer in item no. 2 of Activity 1 is 300, then you are correct. It is clear on the number line that 260 is nearer to 300 than 200.
Now, let us apply the rules in rounding off.
Step 1: The digit to be rounded off is 2. It is in the hundreds place.
Step 2: The digit to its right is 6.
Step 3: 6 is above 5. So, we add 1 to 2. 2 + 1 = 3.
Step 4: Change all the digits to its right to 0.
Answer: 300
More Examples:
Let us now apply the rules of rounding off numbers in answering the items of Activity 1 (B) of page 5. You can check your previous answers as we go along with its solution.
- Round off 857 to the nearest tens.
Step 1: 8 5 7 The digit to be rounded off is 5 as underlined
Step 2: 8 5 7 The digit to its right is 7.
Step 3: 8 6 _ 7 is above 5. So, 5 + 1 = 6.
Step 4: 8 6 0 Change all the digits to its right to 0.
Answer: 860
- Round off 736 to the nearest hundreds.
Step 1: 7 3 6 The digit to be rounded off is 7 as underlined
Step 2: 7 3 6 The digit to its right is 3.
Step 3: 7 _ _ 3 is below 5. So, retain 7.
Step 4: 7 0 0 Change all the digits to its right to 0.
Answer: 700
- Round off 5 548 to the nearest thousands.
Step 1: 5 548 The digit to be rounded off is 5 as underlined
Step 2: 5 548 The digit to its right is also 5.
Step 3: 6 _ _ _ Since it is 5. So, 5 + 1 = 6.
Step 4: 6 0 0 0 Change all the digits to its right to 0.
Answer: 6 000
What’s More
Activity 2
Round these numbers to the nearest: tens, hundreds, and thousands.
75 705
- tens ___________________
- hundreds ___________________
- thousands ___________________
Two thousand, five hundred twenty-three
- thousands ___________________
- hundreds ___________________
Activity 3
Round off the given numbers to the place value of the underlined digit.
- 948 ______________
- 753 ______________
- 52 083 ______________
- Six thousand, four hundred twenty-five
(number in words)____________________________________________ - Eight thousand ninety-six
(number in words)____________________________________________
What I Have Learned
To round off numbers:
- Know the place value of the digit to be rounded off.
- Check the digit to its right.
- If the digit to its right is below 5, retain the digit to be rounded off. If it is 5 or above, add 1 to the digit to be rounded off.
- Change all the digits to the right of the digit to be rounded off to 0.
What I Can Do
Activity 4
Uncle Ben spent his vacation in Mati City for 155 days. Rounded to the nearest tens, about how many days did Uncle Ben spend his vacation in Mati City?
Follow the rules in rounding off numbers.
Step 1: The digit to be rounded off is __________.
Step 2: The digit to its right is __________.
Step 3: Is the digit in step 2; below, equal or above 5? _________ Add 1 or retain? __________
Step 4: Answer: _________
Answer: Uncle Ben spent _________ days of his vacation in Mati City.
Assessment
Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.
When 649 is rounded to the nearest tens, what is the number?
- a. 600
- b. 650
- c. 680
- d. 700
What is the answer, if 15 805 is rounded to the nearest hundreds?
- a. 15 000
- b. 15 800
- c. 15 900
- d. 16 000
If 5 789 is rounded to the nearest thousands, what is the number?
- a. 5 000
- b. 5 700
- c. 5 800
- d. 6 000
When 8 327 is rounded to the nearest hundreds, what is the number?
- a. 9 000
- b. 8 400
- c. 8 300
- d. 8 000
When 97 248 is to the nearest thousands, what is the number?
- a. 98 000
- b. 97 300
- c. 97 200
- d. 97 000
Additional Activities
Activity 5
Round the following numbers to the nearest: tens, hundreds, and thousands.
| Given | Tens | Hundreds | Thousands |
|---|---|---|---|
| 1. 7 815 | |||
| 2. 5 274 |
Answer Key
transcriber’s note: this page is printed upside down; the text below is transcribed in its upright reading order.
What I Can Do
Act.4
Uncle spent 160 days of his vacation in Mati City
Assessment
- b
- b
- d
- c
- d
Additional Activity
- 7 820 — 7 800 — 8 000
- 5 270 — 5 300 — 5 000
What’s More
Activity 2
- 75 710
- 75 700
- 76 000
- 3 000
- 2 500
Activity 3
- 950
- 800
- 52 000
- Six thousand, four hundred
- Eight thousand
What’s In
- tens
- hundreds
- thousands
- thousands
- hundreds
What’s New
- 10
- 300
- 860
- 700
- 6 000
What I Know
- b
- d
- a
- b
- c
References
K to 12 English Curriculum Guide May 2016. Department of Education. DepEd Complex, Meralco Ave., 1600 Pasig City, Philippines.
Chingcuangco, Ofelia G., Henry P. Contemplacion, Eleanor I. Flores, Laura N. Gonzaga, Carolina O. Guevara, Robesa R. Hilario, Gerlie M. Ilagan, Maritess S. Patacsil, Ma. Corazon C. Silvestre, Remylinda T. Soriano, Victoria C. Tafalla, Teresita P. Tagulao, and Dominador J. Villafria. Mathematics 3 Teachers Guide. Rex Bookstore, Inc. 2015.
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