Estimation and Rounding in Second Grade Math Lesson Plan

Lesson Title:Estimation and Rounding in Second Grade Math

Lesson Objective: Students will be able to estimate and round numbers to the nearest tens and ones place.

Materials: Chart paper, markers, number cards (0-100), small manipulatives (e.g. counters, base ten blocks)

Introduction (10 minutes):

1. Begin by asking students if they have ever played a guessing game where they had to estimate a number, such as guessing how many jellybeans are in a jar.
2. Write the word “estimate” on chart paper and ask students if they know what it means.
3. Explain that when we estimate, we make a quick guess about a number without counting every single thing.
4. Show examples of numbers and ask students to estimate how many counters or base ten blocks they think it would take to represent that number.
5. Introduce the concept of rounding by asking students if they have ever seen a number that ended in a “5” or “0”.
6. Explain that when we round, we look at the number to the right of the one we are rounding and decide whether to round up or down based on that number.

Direct Instruction (20 minutes):

1. Using chart paper, model how to round numbers to the nearest tens place.
2. Write a number, such as 42, on the chart paper and ask students what the nearest ten is.
3. Write the number 40 next to it and explain that we round 42 down to 40 because the number in the ones place (2) is less than 5.
4. Model rounding up the same way, using a number such as 58.
5. Write the number 60 next to it and explain that we round 58 up to 60 because the number in the ones place (8) is greater than 5.
6. Repeat this process for rounding to the nearest ones place, using numbers such as 37 and 83 as examples.

Guided Practice (15 minutes):

1. Provide students with number cards (0-100) and ask them to work in pairs to estimate and round the numbers to the nearest tens and ones place.
2. Circulate the room to provide assistance and answer any questions.
3. Have students share their answers and reasoning with the class.

Independent Practice (15 minutes):

1. Provide students with small manipulatives (e.g. counters, base ten blocks) and ask them to use the manipulatives to represent a number, estimate and round to the nearest tens and ones place.
2. Have students work independently or in small groups to complete the task.
3. Circulate the room to check on student progress and understanding.

Closure (5 minutes):

1. Review the key concepts of estimation and rounding.
2. Ask students to give an example of a real-life situation where estimation and rounding would be useful.
3. Ask students to share one thing they learned during the lesson.
4. Assign homework as necessary.

Assessment: Observation during independent practice, student participation in class discussion and sharing, and completed homework assignments can be used to assess student understanding of estimation and rounding.