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Skills Covered

  • Use a group of 100 to estimate up to 1,000
  • Pick an estimate that makes sense in real life
  • Estimate where a number is on a 0 to 1,000 number line
  • Find the nearest hundred
  • Tell whether a total is more or fewer than 100 or 500
  • Explain an estimate with groups of 10 and 100

How to Use This Pack

Five pages on picking an estimate that makes sense, up to 1,000. On page 1 each row starts with a jar of 100 jelly beans; students compare the other jars with it and circle about 200, about 500 or about 900. Page 2 asks eight everyday questions, such as how many pages are in a picture book or how many children ride a school bus, with three choices that are ten times apart. Page 3 has arrows on a 0 to 1,000 number line: circle about 250, 500 or 750, then write the hundred an arrow points to. Page 4 shows boxes of 10 crayons and bags of 100 jelly beans with a few more: students tell whether there are more or fewer than 100 or 500 and circle about how many. On page 5 students pick the best estimate for sheets of 100 stamps, strips of 10 stamps and cards of 100 dots, then circle the reason it makes sense. The first problem in each part is done as an example.

In the Classroom

Show a jar or bag of 100 cubes, then a bigger one, and ask about how many it holds: is it 2 jars of 100, 5, or 9? Talk about why some answers are silly: a pizza with 800 slices, a class of 2. On page 2, have students explain their choice to a partner using something they know, like how many children are in their own class.

At Home

Ask estimate questions around the house: about how many steps to the mailbox, crackers in a box, or pages in a favorite book? Pick from three choices, like 10, 100 or 1,000, then check the ones you can. Talk about which choices are too small or too big and why.

Tips for Success

  • Use something you know: one jar of 100, one class of about 20, one sheet of 100 stamps
  • Ask whether the answer could really be that small or that big
  • Count the groups first: 4 bags of 100 is 400, then add what is left
  • An almost full group counts as about one more group
  • On a number line, find 500 in the middle first, then halfway to 0 or 1,000

Common Core Standards Alignment

This pack supports the following Common Core State Standards for Mathematics:

  • 2.MD.B.6 Show whole numbers as distances from 0 on an evenly marked number line, and show sums and differences up to 100 as jumps on it.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Reasonable Estimates to 1,000

2nd Grade

A 5-page estimating pack for 2nd grade. Compare jars of jelly beans with a jar of 100 to pick about 200, 500 or 900, and choose the estimate that makes sense for everyday questions like pages in a picture book or children on a school bus. Estimate where an arrow points on a 0 to 1,000 number line, count boxes of 10 crayons and bags of 100 jelly beans to tell more or fewer than 100 or 500, and pick an estimate for sheets of stamps and circle why it makes sense. Every page comes in color and in black and white. Answer keys included.

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What’s Included

  • 5 worksheets in color and in black and white, with answer keys (15 pages)
  • Six jars of jelly beans to compare with a jar of 100, with a worked example
  • Eight everyday estimate questions and eight arrows on a 0 to 1,000 number line
  • Boxes of 10 and bags of 100 to estimate, and stamp sheets with reasons to circle
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