Estimation How do we estimate everyday? 2.A.2.3 FCA 8 The teacher will go over the information on each of the slides for the PowerPoint. This is the benchmark for Estimation (Rounding) 2.A.2.3 assessed in FCA 8. 2.A.2.3 FCA 8

Let’s Learn More Grab and Go Activity Kit Independent Practice iTools Estimate Sums of 2-digit numbers Click Here Estimate Sums of 3-digit numbers Click Here Estimate Differences of 2-digit numbers Click Here Estimate Differences of 3-digit numbers Click Here iTools You may choose to view these online resource available through Go Math Think Central Independent Practice: Review estimating 2-digit and 3-digit sums and differences. Key vocabulary is also included. iTools: allows user to utilize a number line and number chart to assist in estimating. Grab and Go Activity Kit: Centers that can be used in the classroom that covers each skill on days leading up to the FCA. Number line: Click Here Number chart: Click Here Grab and Go Activity Kit Activity 15, 25, 34, 41 Lesson 5.6, 6.5, 7.3, 8.3 Click Here

Why do we round numbers or estimate? To make numbers easier to work with. To get an answer that is close but doesn’t have to be exact. Go over this term orally with the class. You may want student to make a foldable for key vocabulary terms. The students should be instructed to write the term “REPEATING” on the outside of the flap, and then on the inside they will write what this term means. The students will also put a representation of the term (like the one on the PowerPoint slide). Each vocabulary term will be set up on the foldable in the same manner.

When do we round numbers or estimate? When the question asks… “Estimate how many…” “About how many…”

4 or below, keep the number you know. A Rounding Poem Find your number Look RIGHT next door. 5 or above, give it a shove 4 or below, keep the number you know. If this poem is used, students may want to copy it into their foldable. Or another poem may be used to help students remember the steps of estimation and rounding. This presentation will use this poem in the following slides to review estimation/rounding.

Round to the nearest 10s place. Try it out… Round to the nearest 10s place. Find your number 8 3 We are rounding to the nearest tens place Go over step 1 with the class. You may want student to make a foldable for the following 3 steps. The students should be instructed to write the steps in correlation with the poem on the outside of the flap, and then on the inside they will write the representation (like the one on the PowerPoint slide). Each step will be set up on the foldable in the same manner. Look RIGHT next door

Round to the nearest 10s place. No, go to the next line of the poem. Try it out… Round to the nearest 10s place. Is 3 > 5? 8 3 Go over Step 2. If working with a foldable, have students record the step in correlation with the poem and the representation. 5 or above, give it a shove Is next door more than 5? No, go to the next line of the poem.

8 3 Try it out… 4 or below, keep the number you know. Round to the nearest 10s place. Is 3 < 4? 8 3 4 or below, keep the number you know. Go over Step 3. If working with a foldable, have students record the step in correlation with the poem and the representation. Is next door less than 4? Yes, keep 8 then change everything after to 0.

Round to the nearest 10s place. 83 rounded to the nearest 10 is 80 Try it out… Round to the nearest 10s place. 8 3 8 0 Have students record the answer. 83 rounded to the nearest 10 is 80

Round to the nearest 100s place. Let’s do some more… Round to the nearest 100s place. Find your number 5 9 4 Now we are rounding to the nearest hundreds place. Go over step 1 with the class. You may want student to make a foldable for the following 2 steps. The students should be instructed to write the steps in correlation with the poem on the outside of the flap, and then on the inside they will write the representation (like the one on the PowerPoint slide). Each step will be set up on the foldable in the same manner. Look RIGHT next door

5 9 4 Let’s do some more… 5 or above, give it a shove Round to the nearest 100s place. Is 9 > 5? 5 9 4 Go over Step 2. If working with a foldable, have students record the step in correlation with the poem and the representation. 5 or above, give it a shove Is next door more than 5? Yes, shove 5 up to 6 then change everything after to 0.

Round to the nearest 100s place. 594 rounded to the nearest 100 is 600 Let’s do some more… Round to the nearest 100s place. 5 9 4 6 0 0 Have students record the answer. 594 rounded to the nearest 100 is 600

What number would you get if you round 68 to the nearest tens place? A 70 B 65 C 60 D 80 Teachers may want to hand out cards that have the letters A,B,C, and D written on them in large print to each student. Students can raise the card that corresponds with their answer choice. I teach my students sign language for A, B, C, and D. We read the question aloud, I give them a few seconds to figure out their answer then I say “1, 2, 3 show me” and they show me their answer in sign language. This can also be performed with cards. I use this method with every multiple choice slide.

What number would you get if you round 43 to the nearest tens place? A 50 B 45 C 30 D 40

What number would you get if you round 574 to the nearest hundreds place? A 570 B 600 C 500 D 550

What number would you get if you round 732 to the nearest hundreds place? A 800 B 730 C 700 D 830

What number would you get if you round 234 to the nearest tens place? A 230 B 240 C 200 D 300

What number would you get if you round 189 to the nearest tens place? A 200 B 100 C 180 D 190

If I wanted to round to check my work on the following problem, what should I write? 23 + 26 = 49 A 20 + 20 = 40 B 20 + 30 = 50 C 3 + 6 = 9 D 30 + 30 = 60

If I wanted to round to check my work on the following problem, what should I write? 37 + 19 = 56 A 30 + 20 = 50 B 40 + 10 = 50 C 40 + 20 = 60 D 35 + 15 = 50

Julie needed 18 inches of string to make a necklace Julie needed 18 inches of string to make a necklace. Which of the following is the closest estimate to how much string she needed? A 20 in. C 15 in. B 10 in. D 80 in.

Great Job! DO YOUR BEST ON THE TEST!