Grade 3Matheasy
Round to the Nearest Ten
Round to the Nearest Ten — number-sense worksheet for Grade 3.
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What Your Child Will Learn
- Identify the nearest ten for any two-digit number between 10 and 99 by examining the ones digit
- Apply rounding rules to determine whether to round up or down based on whether the ones digit is 5 or greater
- Solve ten rounding problems with fluency, demonstrating understanding that numbers ending in 1-4 round down and 5-9 round up
- Explain the relationship between a number and its rounded value using a number line as a visual reference
How to Use This Worksheet
- Step 1: Before starting, review the rounding rule together. Point to numbers on a number line and ask your student which ten each number is closest to. Do 2-3 examples (like 17, 43, and 28) to activate prior knowledge.
- Step 2: Work through the first problem together as a model. For example, if the first number is 34, say: 'Look at the ones digit—it's 4. Is 4 less than 5? Yes! So we round DOWN to 30.' Write the answer together.
- Step 3: Have your student complete problems 2-5 independently while you observe. Prompt with questions rather than corrections: 'What's the ones digit? Is it less than 5 or 5 and above?' This builds metacognition.
- Step 4: Check problems 2-5 together. If errors appear, use a number line to show why the answer is wrong and reinforce the rounding rule.
- Step 5: Your student completes problems 6-10 independently. Review all answers together at the end. Celebrate correct responses and reteach any problem where the ones digit/rounding rule was misapplied.
Tips for Parents & Teachers
Use a number line drawn from 0-100 with multiples of 10 clearly marked. Have your student physically point to where their number falls and which ten it's closest to. This visual anchor prevents memorization without understanding and helps students see that rounding is about proximity, not arbitrary rules.
Address the common misconception that the digit 5 'rounds down.' Explicitly teach that 5 and above round UP (e.g., 35 rounds to 40, not 30). Practice this boundary case repeatedly since it's where most G3 students make errors.
Model thinking aloud with examples: 'Let's look at 24. Is it closer to 20 or 30? The ones digit is 4, which is less than 5, so we round DOWN to 20.' Then let students talk through their reasoning for each problem rather than just circling answers.
Create a simple anchor chart together showing: ones digits 1-4 = round down (point your arrow down), ones digits 5-9 = round up (point your arrow up). Post this where your student can reference it while working through the worksheet.
Frequently Asked Questions
Why do we round numbers at this age? When will my child actually use this?
Rounding develops number sense and flexibility with numbers—skills needed for estimation and mental math. Third graders use rounding when estimating story problem answers (e.g., 'About how many?'), when counting money to the nearest dime, and when measuring to the nearest 10. It's a foundation for more complex math like multi-digit addition and subtraction where estimation prevents major computational errors.
My student keeps forgetting which direction to round. What's the best way to help them remember?
The most reliable strategy is the 'Rhyme Rule': create a memorable phrase like 'Four and below, let it go DOWN. Five and above, give it a SHOVE UP.' Use hand motions—point down for 1-4, point up for 5-9. Practice this chant a few times before the worksheet. Many G3 students are kinesthetic learners, so the physical gesture combined with the rhyme creates a stronger memory anchor than rules alone.
What should I do if my child rounds correctly but can't explain their thinking?
This is very normal at the G3 level. Don't require perfect explanations yet—focus on correct answers first. However, you can strengthen their thinking by asking one simple question after each answer: 'How did you know to round to that ten?' Even if they say 'It was closer,' that shows number sense. Gradually, through repeated practice and your questioning, they'll internalize the ones-digit rule and be able to explain it better.
Is it okay if my student uses a number line for every problem on this worksheet?
Absolutely yes! Using a number line is not a crutch—it's a legitimate strategy that deepens understanding. Students who draw or reference a number line for each problem are actually building stronger mental images of number relationships than those who memorize the rule. Over time and with repeated practice, they'll internalize the pattern and need the visual less. Don't discourage number line use; celebrate it as smart problem-solving.
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