Year 2 Teaching Sequence Spring 2 - Rounding two-digit numbers to nearest multiple of ten (two days)
Prerequisites:
 Mark two-digit numbers on a landmarked line (labelled in tens) (see spring teaching sequence 1 and oral and mental
starter bank 2)
 Partition two-digit numbers into multiples of ten and one (see autumn teaching sequence 1 and spring oral and mental
starter bank 2)
Overview of progression:
Children place numbers on 0-100 beaded bar and see which multiple of ten is nearest. They round numbers to the nearest
ten, place them on a 0-100 landmarked line and learn that numbers ending in ‘5’ are rounded up. They begin to find how far
two-digit numbers are from the nearest multiple of ten. Prices are also rounded, and children see how this can be useful
when adding a list of prices.
Note that children need to have a good mental image of where numbers lie between multiple of ten to round two-digit
numbers to the nearest multiple of ten.
Watch out for children who are not certain where to place two-digit numbers between multiple of ten on a 0-100
landmarked line, but need to continue to work with the 0-100 beaded line.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2 Maths TS2 – Spr – 2days
Objectives:
 Round two-digit numbers to nearest multiple of ten
Whole class
Group activities
Paired/indiv practice
Resources
Show children the 100 bead bar. Write 32 on a
tag, and ask a child to hang it after the 32nd
bead. Is 32 nearer to 30 or 40? If we wanted
to round 32 to the nearest ten we would round
it to 30 because that’s the closest multiple of
ten. If we were adding the prices of lots of
toys, and just needed to know roughly how
much the whole would be, we could round each
price to the nearest ten and then add them.
Repeat to locate 68, 42 and 98 on a bead bar,
and then to round each one to the nearest 10.
Write 45 on a tag and ask a child to hang it in
the correct position on the bead bar. Is it
nearer to 40 or 50? It’s in the middle. If we’re
asked to round 45, we would round it up to 50.
If you were rounding lots of prices, it would be
safer to round 45p up to 50p to make sure you
had enough money! So we always round up any
numbers ending in 5.
Show children items priced 17p, 25p, 32p, 49p,
55p, 63p, 74p, 86p and 99p.
Take each in turn and round to the nearest
10p. Mark each on a 0-100 landmarked line
(see resources), having added ‘p’ after each
multiple of ten. Discuss how 99p rounds to
Group of 4-5 children
Display a 0-100 landmarked line (see
resources). When should 34 go on this
line? Does 34 round to 30 or 40? Ask a
child to mark it on the line. Is this
right? Do we need to move it a little?
How is it away from 30? What would we
subtract from 34 to get to 30?
Where should we mark 68? Does 68
round to 60 or to 70? How far away is
68 from 70? What would we need to
add to 68 to make 70? Show children
this on a bead string if necessary.
Repeat with other two-digit numbers.
Easier: Use a 0-100 beaded line.
Children work in pairs to shuffle a
pack of 1-9 digit cards. They take
two, make two two-digit numbers
and mark them on a 0-100
landmarked line (see resources).
They discuss which tens number
each two-digit numbers rounds to,
and ring that number on the line.
Repeat.
Easier: Children place them on a
0-100 beaded line (see
resources).
 100 bead bar
and tags
 1-9 digit cards
 0-100
landmarked
lines (see
resources)
 0-100 beaded
number lines
(see resources)
Group of 4-5 children
Show children items priced 27p, 18p
and 11p. I’ve got one pound, I wonder if
I’ve got enough to buy all three things.
They are not easy numbers to add, we
could use a calculator, but we could also
Ask children to work in pairs to
come up with two prices that
round to 20p. Repeat for 30p,
40p, 50p… £1. They mark each on
a money line (see resources).
Easier: Children’s money line has
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Go Maths PCMs
68 and 69
 Landmarked 0£1 money line
(see resources)
 0-£1 penny line
(see resources)
Y2 Maths TS2 – Spr – 2days
100p which is one pound, and write £1 by 100
on the line.
Demonstrate that if we want to add several of
these prices quickly, it is much easier to add,
say, 20p, 60p and 50p than to add 17p, 63p
and 49p. Rounding to the nearest 10p can help
us work out roughly how much several things
will cost altogether.
round each price to the nearest 10p. Do
this to arrive at 30p, 20p and 10p.
What is 30p and 20p? How could we
work this out? What is 30p add 10p?
And another 10p? So now we’ve added
on 20p. Now we need to add on the last
10p. What have we got? So the total is
about 60p, so we’ve probably got enough
money to buy all three things. Use a
calculator to find the exact price, 56p.
What is 56p to the nearest 10p? This is
one example where rounding can be
really useful.
Easier: Use prices 27p, 9p and 12p.
pennies on it (see resources).
Harder: Challenge children to
work in pairs to come up with two
prices that round to 20p, one
price less than 20p and more
greater than 20p. Repeat for 30p,
40p, 50p… £1.
© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2 Maths TS2 – Spr – 2days