THEME: Number and Numeration
DATE: -
CLASS: -
TIME: -
PERIOD: -
DURATION: - 40 minutes
SUBJECT: - Mathematics
TOPIC: - approximation
SUB- TOPIC: rounding up and down
SPECIFIC OBJECTIVES: - At the end of the lesson, the student should be able
to: -
i. Round numbers to the nearest tens
ii. Round numbers to the nearest hundred
iii. Round numbers to a certain decimal places
iv. Round numbers to the nearest whole number.
v.Round numbers to certain significant figures
INSTRUCTIONAL RESOURES: - Measuring devices like tapes and chalk board
ruler
PRESENTATION: -
STEP I: - Identification of prior ideas
MODE: - Individual
TEACHER’S ROLE: - The teacher ask the students why they think it is sometimes
necessary to estimate or approximate in calculation and to list all the forms of
rounding up and down they know eg to the nearest whole number, to 1 decimal
places etc.
STUDENTS’ ROLE: - The students supply the answers to the questions asked.
STEP II : exploration
MODE: the entire class
TEACHER’s ROLE : the teacher explains that approximation are very important
when calculating. Numbers can be approximated in order to obtain rough
estimate of calculations. For example if the tax deducted fromperson’s salary is
₦93. 80k per month, the amount deducted in a year is ₦93. 80x12. A rough
estimate is ₦90x10 = ₦900. Rough estimates are not accurate. However they
gives an ideas of size or magnitude of the correct result of calculation. Thus they
are often used to check the correctness of answers to calculation.
STUDENTS’ ROLE: the students listen attentively and ask questions on areas of
doubt
STEP III: discussion
MODE: the entire class
TEACHER’s ROLE: the teacher also explains that number can be rounded off to
the nearest tents, whole numbers etc or to a given number of decimal places
and significant figures. The digits 1,2,3 and 4 are rounded down and the digits
5,6,7,8,9 are rounded up.
STUDENTS’ ROLE : the students listens attentively asking questions on area
doubt.
STEP 1V: application
MODE : the entire class
TEACHER’s ROLE: the teacher leads the students to solve problems.
Example 1 : round off the numbers 341. 774 to (a) 2d.p (b) 1 dp (c) to the
nearest whole number (d) the nearest hundred
Solution : (a) 341. 774 = 341.77 to 2dp
(b) 341. 774 = 341.8 to 1dp
(c) 341. 774 = 342 to the nearest whole number
(d) 341. 774 = 300 to the nearest hundred
Example 2 : round off 164. 90 to 1,2,3,and 4 significant figures
Solution : (1) 164.90 = 200 to 1 s.f
(2) 164.90 = 160 to 2 s.f.
(3) 164.90 = 165 to 3 s.f
(4) 164.90 = 164.9 4s.f
Example 3 : round off the number o.oo9281 to 1, 2 and 3 significant figures
Solution : (1) 0.009281 = 0.009 to 1 s .f
(2) 0.009281 = 0.0093 to 2 s. f
(3) 0.009281 = 0.00928 to 3 s .f
STUDENTS’ ACTIVITIES : the students supplies all the answers in the three
examples above under the leadership of the teacher.
STEP V : Evaluation
MODE : Individual
TEACHER’s ACTIVITY : the teacher gives the students a similar work to do
i. Round numbers to the nearest tens
ii. Round numbers to the nearest hundred
iii. Round numbers to a certain decimal places
iv. Round numbers to the nearest whole number.
Round off 82.7502 to (1) 1 d.p (2) the nearest tens (3) the nearest whole
number (4) 3 d. p
(2) round off 129. 7 and 0.0005239 to (a) 1 s.f (b) 2 s. f (3) 3 s .f (4) 4 s. f
Solution: 1 (a) 82.7502 = 82.8 to 1 d.p
(b) 82.7502 = 80 to nearest tens
(c) 82.7502 = 83 to the nearest whole number
(d) 82.7502 = 82.750 to 3 d.p
2 (a) 129.7 = 100 to 1 s.f
(b) 129.7 = 130 to 2 s. f
(c) 129.7 = 130 to 3 s. f
(d) 129.7 = 129. 7 to 4 s. f
(e) 0.0005239 = 0.0005 s.f
(f)0.0005239 = 0. 00052 s.f
(g) 0.0005239 = 0.000524
(h) 0.0005239 = 0.0005239 4 s. f
STUDENTS’ ROLE : the students solves the problems above.
ASSIGNMENT: the teacher gives assignment to do at home
Round the following to 4 and 5 s.f
(a) 165.623 (b) 0.00692634
REFERENCES : (1) new general mathematics for sssbk 2 by M.F macrae et al
pages 44- 49 (2) comprehensive mathematics for sss by D.B Adu.
