Grade: 2 Lesson Plan

Month: Week:

DURATION: 40
DATE: Teacher: Geetanjali
minutes

SUBTOPIC: Rounding
TOPIC: Number system numbers to the nearest 10 or
100

LEARNING OBJECTIVE:

Students will be able to:

 understand simple situations in which to round up to the next 10 or down to

LESSON FLOW

TUNING IN ( mins)

ent this question to the class: "The gum Sheila wanted to buy costs 26 cents. Should
she give the cashier 20 cents or 30 cents?" Have students discuss answers to this
question in pairs and then as a whole class.

After some discussion, introduce 22 + 34 + 19 + 81 to the class. Ask "How difficult is

PROCEDURE (25 min)

1. Introduce the lesson target to students: "Today, we are introducing the rules of
rounding." Define rounding for the students.
Grade: 2 Lesson Plan
2. Discuss why rounding and estimation are important. Later in the year, the class
will go into situations that don’t follow these rules, but they are important to
learn in the meantime.
3. Draw a simple hill on the blackboard. Write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
and 10 so that the one and 10 are at the bottom of the hill on opposite sides and
the five ends up at the very top of the hill. This hill is used to illustrate the two
10s that the students are choosing between when they are rounding.
4. Tell students that today the class will focus on two-digit numbers. They have
two choices with a problem like Sheila’s. She could have given the cashier two
dimes (20 cents) or three dimes (30 cents). What she is doing when she figures
out the answer is called rounding—finding the closest 10 to the actual number.
5. With a number like 29, this is easy. We can easily see that 29 is very close to 30,
but with numbers like 24, 25 and 26, it gets more difficult. That’s where the
mental hill comes in.
6. Ask students to pretend that they are on a bike. If they ride it up to the 4 (as in
24) and stop, where is the bike most likely to head? The answer is back down to
where they started. So when you have a number like 24, and you are asked to
round it to the nearest 10, the nearest 10 is backward, which sends you right
back to 20.
7. Continue to do the hill problems with the following numbers. Model for the first
three with student input and then continue with guided practice or have
students do the last three in pairs: 12, 28, 31, 49, 86 and 73.
8. What should we do with a number like 35?
9. Discuss this as a class and refer to Sheila’s problem at the beginning. The rule is
that we round to the next highest 10, even though the five is exactly in the
middle.

CLOSURE (5mis)

Have students do six problems like the ones in class. Offer an extension for students
who are already doing well to round the following numbers to the nearest 10:

1. 151
2. 189
3. 234
4. 185
5. 347
Grade: 2 Lesson Plan

ASSESSMENT

At the end of the lesson, give each student a card with three rounding problems of
your choice. You will want to wait and see how the students are faring with this topic
before choosing the complexity of the problems you give them for this assessment.
Use the answers on the cards to group the students and provide differentiated
instruction during the next rounding class period.

HOME ASSIGNMENT

Round off to the nearest 10

RESOURCES
Grade: 2 Lesson Plan