Purpose
To estimate two-digit sums and differences
None
Say 2 two-digit numbers aloud that do not involve making a new group of ten when added together, such as 23 and 31. Ask children for an estimate of the sum. Repeat with a few pairs of numbers that do not involve regrouping. You may suggest rounding to the nearest ten as a strategy for children to use.
Next, say 2 two-digit numbers aloud that do involve regrouping. If a student responds by just adding the tens digits, accept the answer, but ask if they can refine the estimate. Help them recognize that if the ones digits make a sum of 10 or more, they can get a better estimate by adding 10 to the previous estimate. Remind children that using a compatible numbers strategy can sometimes be helpful. Ask them to try this strategy for estimating sums with problems such as 74 + 23, 52 + 23, and 75 + 15.
Part 1 begins with estimating the sum of 2 two-digit numbers that do not involving making a new group of ten (regrouping). Part 2 evolves to using 2 two-digit numbers that do involve regrouping. The extension involves a mix of regrouping and non-regrouping pairs of two-digit numbers with sums that may be greater than 100.
I’m going to say 2 two-digit numbers. I’d like you to estimate their sum.
Examples:
If children need more practice or are enjoying their mastery, repeat. If children are ready to move on, go to Part 2.
I’m going to say 2 two-digit numbers. I’d like you to estimate their sum.
Examples:
If children need more practice, repeat. Or, when children seem excited for a new challenge, move to the extension.
I’m going to say 2 two-digit numbers. I’d like you to estimate their sum.
Examples: