Chapter 10: Lesson 5, Rounding Numbers to Estimate

Ashley Jackson
Co-taught with Kathleen Hale and Mrs. Ermilio
Grade 2, Math
4/7/16

I. Integration of Learning Outcomes

 Students will be able to use a number line to round numbers to the nearest ten.
 Students will be able to use rounding to estimate sums and differences.
 Students will be able to estimate to check reasonableness of answers.
II. Standards
 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram
with equally spaced points corresponding to the numbers 0, 1, 2,…, and
represent whole number sums and differences with 100 on a number line
diagram.
 2.NBT.5. Fluently add and subtract within 100 using strategies based on place
value, properties of operations, and/or the relationship between addition and
subtraction.
 CC.K-12.MP.1 Make sense of problems and persevere in solving them.
III. Anticipatory Set
 Have students recall what they have learned about estimation from the
previous lesson.
 As a warm-up, guide students through playing the mental math and estimation
scoot game.
IV. Procedures
 Explain to students that they will be completing the six workbook pages for the
lesson. Model the first two pages as students follow along and record the
information.
 As a whole group, guide students through the next two workbook pages.
 For students to practice estimation independently, break the students into
small math groups. There will be four groups total. Three teacher guided groups
and one independent group.
V. Differentiation
 Students who need support in math will be placed in a teacher-guided group so
they can receive additional support. They will also have access to number grids,
number lines, and the estimation roller coaster chart.
 Students who are advanced in math will be placed in the independent math
group and complete additional challenge problems.
 VI. Closure
 As students finish, the teachers will check the workbook problems for accuracy.
 If students finish early, they will be prompted to complete page 39 and
challenge/enrichments sheets.
VII. Formative/Summative Assessment
 Formative: Teacher will observe the students while playing the scoot game and
completing the guided practice workbook pages. The teacher will also observe
students as they work on the workbook pages.
 Summative: Teacher will check the math problems for completion and accuracy.
VIII. Materials/Equipment
 SMART Board
 Projector
 Math in Focus student workbook pages 15-20
 Pencils
 Scoot task cards
 Answer sheets
IX. Technology
 SMART Board
 Projector
 If technology fails, I will have the students look at the math problems in their
workbooks and use the whiteboard to solve the problems with the students.
X. Reflection on Planning

For this lesson plan, my cooperating teacher and I co-planned. Since the students are
moving fast in this chapter, we decided to add the scoot game for extra practice because
estimating is difficult for them. I am excited to implement this game because the students loved
it when we played the pronouns scoot and this will really engage them while practicing math!
Since there are so many workbook pages, I thought it would be best to gradually release this
responsibility to the students. I decided to have the students form groups to work on the math
problems because this type of co-teaching is something the students really benefit from since it
allows for differentiation and individualized attention.

XI. Reflection on Instruction