If you’re looking for a simple, effective way to introduce estimating with whole numbers, you’re in the right place. Many of our students struggle with estimation because they aren’t quite sure why it matters or how to use it. They might jump into solving without stopping to think whether their answer makes sense. That’s where a strong estimating strategy comes in. If you’ve been wondering how to teach estimation in a way that sticks, the approach I share with you today will help your students make connections and build confidence.
See Estimating With Whole Numbers in Action
This video is perfect for anyone new to teaching 6th grade math or revisiting foundational concepts. I will walk you through how to estimate, solve, and check answers using whole numbers. You’ll see a clear example for each of the four operations: addition, subtraction, multiplication, and division. This makes it helpful for classroom modeling or your own review. Watch the video below for a step-by-step breakdown!
Key Takeaways From Video
- Teach your students to use rounding and compatible numbers to make estimating easier and more accurate.
- Model examples for all four operations so you and your students see how the strategy applies no matter the type of problem they’re solving.
- Encourage your students to always compare their estimate to their final answer. It’s a simple way to self-check and spot errors before moving on.
Here’s a quick example: If your student is solving 5,243 + 6,798, they could round to 5,000 + 7,000. They would estimate the sum to be around 12,000. If their actual answer comes out to 17,000, they’ll know something went wrong. They can go back and catch the mistake.
Extra Tips for Estimating With Whole Numbers
One common challenge when teaching estimation is that your students might round to numbers that don’t support the operation. This happens most often in division. For example, if your students are solving 418 ÷ 38 and round it to 420 ÷ 40, it’s not quite helpful because 42 isn’t divisible by 4. A better estimate would be 400 ÷ 40 = 10. You want to help your students look for easier numbers to work with, especially when estimating division.
Also, don’t overlook the importance of basic math facts. Strong fluency with multiplication and division facts makes estimating with whole numbers much more efficient and accurate. The more comfortable your students are with numbers, the better they’ll become at estimating.
Quick classroom tip: I used to post a sentence frame on the board to support their thinking. It would say something like, “I estimated ___ because ___.” It gave my students a structure for explaining their reasoning and helped them develop better number sense and confidence in math discussions.
Additional Resource to Explore
Looking for ready-to-go resources that give your students practice with estimating with whole numbers? Make sure to check out my Multiplying Whole Number Math Doodle Wheel. It breaks down the process of multiplying whole numbers into approachable steps. Key vocabulary and estimation are reviewed. You can use this resource to review, reteach, or introduce this concept for the first time. The math doodle wheel becomes a year-long resource that your students can refer to during the unit and later on!
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