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ESTIMATION

ESTIMATION. ESTIMATION Review. What is the difference between an estimate and a guess?. ESTIMATION Review. Why estimate? When should we estimate?. Types of ESTIMATION:. Measurement Quantity Computational. COMPUTATIONAL ESTIMATION Strategies :. Front-end Clustering Rounding

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ESTIMATION

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  1. ESTIMATION

  2. ESTIMATION Review • What is the difference between an estimate and a guess?

  3. ESTIMATION Review • Why estimate? • When should we estimate?

  4. Types of ESTIMATION: • Measurement • Quantity • Computational

  5. COMPUTATIONAL ESTIMATION Strategies: • Front-end • Clustering • Rounding • Compatible/Nice Numbers • Special Numbers

  6. Front-end Strategy

  7. Front-end Strategy with adjustments

  8. Clustering Strategy Estimate the total attendance Monday 73,250 Tuesday 63,819 Wednesday 67,490 Thursday 73, 180 Friday 74, 918 Saturday 68, 490

  9. Rounding Strategy

  10. Compatible/Nice Numbers Strategy Estimate 3388 ÷ 7 a) 3500 ÷ 7 b) 3200 ÷ 7 c) 3200 ÷ 7 d) 3400 ÷ 8 e) 3300 ÷ 7 f) 4000 ÷ 8

  11. Special Numbers Strategy 7/8 + 6/13 = 9.84% of 345 = 436.7 ÷ 0.98 = 103.87 x 24.3 =

  12. WHY???? With all of the great estimation strategies out there, why do our students struggle with computational estimation?? Why do some of our students, work out the original problem and then round for their estimate?

  13. ESTIMATION Review • How can we help students become better estimators? • How can we assess their ability to estimate?

  14. Grade-Level Breakouts

  15. Middle School Breakout COMMIT TO AN OUTCOME: Terrence and his group were given this problem to estimate: 48 x 24 17 x 5

  16. They each had their own method and shared their strategies (see chart). Donovan said that one of the estimates was unreasonable. Without picking up your pencil or calculator, can you quickly spot which approach is unreasonable? Why is it unreasonable?

  17. EXPOSE BELIEFS: • Share your choice and reasoning with your group. • Ask someone from your group to be ready to share the group’s ideas with the class.

  18. CONFRONT BELIEFS: • In your group, come up with an agreement on a good way to estimate this problem. • Test the proposed methods of estimation from Terence’s group. • How does the result of your work compare with your original thoughts about this problem? • Prepare to share your group’s strategy with the class.

  19. ACCOMMODATE THE CONCEPT • Compare your results with those of other groups. • Based on what you have observed and heard, write down the strengths and weaknesses of the different approaches used for estimation. • In your own words, explain an approach to estimation that makes the most sense to you and explain why you chose that approach?

  20. EXTEND THE CONCEPT GO BEYOND See Handout

  21. Probes and Probing Questions…What are some types of questions you can ask and activities you can provide to get at student understanding and/or misconceptions of computational estimation?

  22. 1. Which of these products will be 100 or greater? How do you know? • 54.2 x 3.8 • 62.9 x 0.8 • 6.2 x 3.1 • 58.5 x 0.2 • 14.7 x 18.3

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