In IM Grade 3, students rounded whole numbers to the nearest ten and hundred. In previous lessons, they worked to find the closest multiples of powers of 10. Students build on this work to round whole numbers to the nearest thousand, ten-thousand, and hundred-thousand. Students revisit the convention of rounding up when a number is exactly halfway between two consecutive multiples of a power of 10.

How readily did students transition from reasoning about nearest multiples using number lines to reasoning numerically and rounding? What progress have you seen them make in using representations flexibly to support their thinking? What did students say or do that showed this progress?