Students are taught the place-value rounding procedure (underline the digit to be rounded, look at the digit to the right, round up if 5 or more, otherwise keep, and change digits to the right to 0). Students practice rounding to the nearest ten and hundred on the 'Rounding to 10 and 100' activity, quiz items, and the worked examples (e.g., 487 → 500, table showing 4,723 rounded to 10, 100, and 1,000). Students apply rounding in a real-world context by rounding times to the nearest hour, quarter hour, and five minutes and use geared clocks to demonstrate rounding actions.

The Skills section explicitly states students will "Use place value understanding to round multi-digit whole numbers to any place." In the Introduction, students round 5,632 to the nearest 10, 100, and 1,000 and are shown a place-value method (underline the target digit and look at the digit to its right) and a number-line reasoning. Activities ask students to round city populations to the nearest 1,000, 10,000, and 100,000, and the Working With Big Numbers page requires rounding seven-digit numbers to the nearest hundred thousand and million, including explanation of carry-over when digits round up.

The Skills list explicitly states that students will "use place value understanding to round multi-digit whole numbers to any place." Students are asked to round numbers to estimate sums (e.g., rounding 637 and 748 to the nearest 100 to get 600+700=1300). The "Adding Big Numbers" activity directs students to round to the nearest 100 or 1,000 for problems such as 798+573 (800+600) and 3,527+1,493 (4,000+1,000).

The lesson's Skills list explicitly states that students should "Use place value understanding to round multi-digit whole numbers to any place." In the Introduction students are asked to read numbers (5,634; 893; 45,323) and to round each to its greatest (leftmost) place, producing examples like 6,000; 900; 50,000. Multiple activities and the worksheet repeatedly instruct students to "Round the numbers to the greatest place" and have students round numbers to thousands/ten-thousands and use those rounded values to estimate sums and differences.

The Skills list explicitly includes "Use place value understanding to round multi-digit whole numbers to any place." In Number Detective, students must choose a three-digit number that "can be rounded to 700" and a five-digit number that "can be rounded to 18,000," requiring them to apply rounding. In Activity 2 students are prompted to "use rounding to estimate" sums (for example, estimating 365 + 524) and to explain their thinking aloud.

The lesson's Skills list explicitly states "Use place value understanding to round multi-digit whole numbers to any place." The Introduction directs students to write seven-digit numbers, identify digits and their place values, write numbers in expanded form, and then "Round this number to the greatest place" and "Round this number to the nearest hundred" (with repeats for different places). Student activity pages and the Unit Test include multiple items requiring rounding to nearest 100, 1,000, and 10,000, and tasks to "Round Each Number" to the greatest place. The lesson also provides links to targeted rounding practice games (e.g., Rocket Rounding) for additional student practice.

The Skills list explicitly includes "Use place value understanding to round multi-digit whole numbers to any place." The Puzzle Requirements require students to include at least three clues for "Rounding big numbers," and the example in the online maker shows a rounding clue (#49392 rounded to the nearest 100). Students are also asked to teach others about place value and rounding when sharing their puzzles.

Students are asked to round 345,299 to the greatest place on the "Basic Skills Review #4" page (answer key: 300,000). The student activity page for Basic Skills Review lists rounding as item 1 and reminds students to place commas correctly in numbers. Rounding appears among other practiced skills, indicating at least one opportunity for students to apply rounding to a multi-digit whole number.

Students are asked to round 785,176 to the greatest place (answer: 800,000) on the Basic Skills Review #5. Students are also asked to identify the value of a digit (the 9 in 983,110 represents 900,000), which shows place value understanding related to rounding.

Students read Number Riddles that include explicit rounding clues such as "If you round me to the nearest 100, you get 600," "If you round me to the nearest 100, I will round down, not up," and "If you round me to the nearest 1000, you get 6000." In those activities students must use those rounding conditions to eliminate options and select the correct multi-digit numbers (e.g., choosing 642, 237, 6361). The riddles require students to apply rounding to specific places (hundreds and thousands) as part of solving the problems.

Students complete the "Basic Skills Review #9" item that asks them to round 45,627 to the nearest 1,000 and provides the answer 46,000. This requires students to apply rounding to a multi-digit whole number. No other explicit rounding tasks or place-value instruction appear elsewhere in the lesson text.

Students complete the "Basic Skills Review #10" which includes item 6 asking them to "Round 462,911 to the nearest 1000," with the provided answer 463,000. This requires students to apply place-value reasoning to round a multi-digit whole number to a specified place. The rounding item appears among other math review problems that students are asked to solve.

Students are asked to round 563,820 to the nearest 1,000 in the Basic Skills Review section, providing an explicit rounding task. Students represent numbers with base-10 blocks (e.g., identifying 3 squares, 5 rods, and 6 dots as 356 and drawing base-10 representations of 715, 392, 560), which gives practice with place-value concepts (hundreds, tens, ones). Students decompose numbers into place-value parts when creating area-model arrays (e.g., 26 x 18 shown as 200 + 220 + 48), reinforcing understanding of value by place.

The Basic Skills Review includes a rounding item: students are asked to round 563,820 to the nearest 10,000 with the answer 560,000. Throughout the lesson, students break numbers into expanded form and use place-value partitions (e.g., 400 + 60 + 3; 60 and 4; 70 and 2) when creating area models for multiplication. Several tasks require writing factors in terms of hundreds, tens, and ones and adding partial products, which shows students working with place-value components of multi-digit numbers.

The introduction has students work with the whole number 98,462 and asks explicit rounding questions: "What do you get if you round this number to the nearest thousand? (98,000)" and "nearest ten thousand? (100,000)." Multiple activities require students to identify digit values and place names (hundreds, thousands, tens, ones) and to write numbers in expanded form, which builds place-value understanding for multi-digit whole numbers. Several practice pages have students identify the digit in a given place and determine the value of digits in whole numbers and decimals.

The Perimeter and Area With Everyday Objects task asks students to measure items and "round measurements to the nearest unit," so students will perform rounding in the context of measurement. The activities require students to use various measurement units and to report measurements (for example, using a grid where each square is one square foot), which may involve producing whole-number measurement values that could be rounded.

Students are given four multi-digit numbers (395,578; 2,333,598; 735,999; 590,053) and asked to round each to the nearest hundred thousand, with the correct rounded results provided. Students are instructed to underline the digit in the hundred-thousands place, look to the adjacent digit to determine whether to round up or down, and to explain how they determined each rounded number.