Texas Instruments TI15TK Teacher Guide - Page 31

In the Range

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In the Range Overview Students will interpret the rounding involved in measuring to identify the possible range of a given measurement. Grades 3 - 6 Math Concepts Materials • rounding whole numbers • rounding decimals • measurement with metric units (length, mass, capacity) • TI-15 • pencil • meter sticks or metric measuring tapes • student activity (p.27) Introduction 1. Have students measure the length of a table or desk in the room and record the measurement to the nearest millimeter, for example, 1357 mm. Discuss how measurements in millimeters can be recorded as 1357 mm or as thousandths of meters, 1.357 m. Note that the measurement was rounded to 1357 mm because it fell somewhere between ½ of a millimeter less than 1357 mm (1356.5 mm) and ½ of a millimeter more than 1357 mm (1357.5 mm). 1356.5 1357 1357.5 2. Have students then use rounding to record the same measurement to the nearest centimeter (136 cm or 1.36 m). 3. Enter the original measurement on the calculator as 1.357 and fix the display at two decimal places. 4. Have students fix the display at one decimal place. Ask: What does this number represent? (The measurement rounded to the nearest tenth of a meter, or the measurement rounded to 14 decimeters.) ³ To fix the display at 2 decimal places, press Š ™ ®. ³ Have students discuss how the display of 1.36 matches their rounding of the measurement to 136 cm. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 24

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© 2000
T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
24
In the Range
Grades 3 - 6
Overview
Students will interpret the rounding involved in
measuring to identify the possible range of a given
measurement.
Math Concepts
• rounding whole
numbers
• rounding
decimals
• measurement
with metric
units (length,
mass, capacity)
Materials
• TI-15
• pencil
• meter sticks
or metric
measuring
tapes
• student
activity
(p.27)
Introduction
1.
Have students measure the length of a table or
desk in the room and record the measurement to
the nearest millimeter, for example, 1357 mm.
Discuss how measurements in millimeters can be
recorded as 1357 mm or as thousandths of
meters, 1.357 m. Note that the measurement was
rounded to 1357 mm because it fell somewhere
between ½
of a millimeter less than 1357 mm
(1356.5 mm) and ½
of a millimeter more than
1357 mm (1357.5 mm).
2.
Have students then use rounding to record the
same measurement to the nearest centimeter
(136 cm or 1.36 m).
3.
Enter the original measurement on the calculator
as 1.357 and fix the display at two decimal
places.
4.
Have students fix the display at one decimal
place. Ask:
What does this number represent?
(The
measurement rounded to the nearest tenth of a
meter, or the measurement rounded to 14
decimeters.)
³
To fix the display at 2
decimal places, press
Š
™
®
.
³
Have students discuss
how the display of
1.36
matches their rounding
of the measurement to
136 cm.
1356.5
1357
1357.5