Texas Instruments TI15TK Teacher Guide - Page 32

Ask students, Round the original number to the nearest tenth

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In the Range (Continued) 5. Have students fix the display to no decimal places. press Š and then " to display 1. Ask: What does this number represent? (The measurement rounded to the nearest meter.) 6. Introduce the In the Range game by secretly entering a number on the calculator with three decimal places to represent a measurement in millimeters; for example, 2.531. Then display the number rounded to the nearest whole number (3). Show this display to students. 7. Tell students that this number represents the measurement of a length of board to the nearest meter. Ask students: What could its measurement be if it had been measured to the nearest decimeter? (2.5 m to 3.5 m) 8. Round the original number to the nearest tenth (2.5). Ask students: Does this lie within the range we identified? 9. Repeat for measuring to the nearest centimeter (hundredths) and millimeter (thousandths). (The range for centimeters would be 2.45 to 2.55, with 2.53 lying within that range; and the range for millimeters would be 2.525 to 2.535, with 2.531 lying within that range.) 10. Have students work in pairs to play the game and record their observations on their student activity pages. ³ To round to the nearest whole number, press Š " ®. ³ To round to the nearest tenth, press Š ˜ ®. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 25

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© 2000
T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
25
In the Range
(Continued)
5.
Have students fix the display to no decimal
places. press
Š
and then
“
to display
1
. Ask:
What does this number represent?
(The
measurement rounded to the nearest meter.)
6.
Introduce the
In the Range
game by secretly
entering a number on the calculator with three
decimal places to represent a measurement in
millimeters; for example, 2.531. Then display the
number rounded to the nearest whole number
(3). Show this display to students.
7.
Tell students that this number represents the
measurement of a length of board to the nearest
meter. Ask students:
What could its measurement be if it had been
measured to the nearest decimeter?
(2.5 m to 3.5 m)
8.
Round the original number to the nearest tenth
(2.5). Ask students:
Does this lie within the range we identified?
9.
Repeat for measuring to the nearest centimeter
(hundredths) and millimeter (thousandths). (The
range for centimeters would be 2.45 to 2.55, with
2.53 lying within that range; and the range for
millimeters would be 2.525 to 2.535, with 2.531
lying within that range.)
10.
Have students work in pairs to play the game and
record their observations on their student
activity pages.
³
To round to the nearest
whole number, press
Š
“
®
.
³
To round to the nearest
tenth, press
Š
˜
®
.