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Features

Compare jars of jelly beans with a jar of 100 to pick about 200, 500 or 900
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
Pick an estimate for sheets of stamps and circle why it makes sense
Every page in color and in black and white
Answer keys included

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.

Reasonable Estimates to 1,000

2nd Grade

Picking an estimate that makes sense, up to 1,000, with groups of 10 and 100. Students compare jars with a jar of 100, estimate on a 0 to 1,000 number line, and choose sensible answers to everyday questions.

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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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