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Estimation Strategies for Whole Numbers up to Hundred Millions. Unit of Study 3: Use and Represent Whole Numbers Global Concept Guide: 2of 2. Content Development. In this GCG, students will focus on estimation strategies in order to discuss and determine…
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Estimation Strategies for Whole Numbers up to Hundred Millions Unit of Study 3: Use and Represent Whole Numbers Global Concept Guide: 2of 2
Content Development In this GCG, students will focus on estimation strategies in order to discuss and determine… Estimate vs. Actual? When is it appropriate? Is the estimate reasonable? How can we use a number line to estimate? It is important for students to have many classroom opportunities to discuss and justify why their estimate is reasonable and why their number line makes sense. In order to deepen understanding, students should estimate to various place values. Students create their own charts and number lines to show their thinking. Focus should be on using the language of estimation and the flexibility of methods. Teachers should accept a range of estimates with student justification. Discussion should include why estimation strategies change according to the real world situations. For example, when shopping, you might overestimate the amount of money needed to purchase items vs. when estimating the number of people at the stadium, an underestimate would be reasonable.
Day 1 • EQ: How do you determine the appropriateness of an estimate versus an exact answer in real world situations? • Create real world problem solving scenarios for the students to discuss why an estimate or exact answer would be acceptable: • Use portions of GoMath! 1.5 Essentials: pg. 25, 6-9 and 14-17
Day 2 • EQ: How do you determine the reasonableness of an estimate? Students will use problem solving scenarios (similar to the GoMath and Excursions examples below) to explore when to estimate, choosing appropriate numbers, and if their estimate makes sense. Use Setting the Stage from Excursions Lesson Livin’ Large: “Tara has been hired by the Livin’ Large Sports Center. Her job is to hire athletes from different sports to play on teams that are represented by the center. Tara’s boss has given her a list of athletes and their exact salaries. Her boss wants to know about how much the sports center would have to pay to sign the group of athletes to contracts.” Using page 47 and 48, the students will analyze and estimate the budget and salaries for the Sport Center.
Day 3 • EQ: How can you use a number line to help you estimate? • Use Voyages Excursions Rand’s Rounding Project to explore estimating on a number line using population data. (page 41-43) • Students may struggle with creating open number lines and deciding on the labels. Use page 44 for additional practice using number lines in real world applications.
Day 4: EQ: How can you use estimation strategies for whole numbers? Enrich/Reteach/Intervention • Students will use differentiated tasks from GCG 1 and add the estimation component. • Reteach: • Think Central tasks provide support to students who need additional help with value of digits, place value charts, and representing numbers: • Think Central “Mega Math” - Place Value of Whole Numbers (Tiny’s Think Tank, Level A) • Think Central “Mega Math” – Fraction Action (Number Line Mine, Level A) • Think Central “Online Florida Intervention” – Skill 1 and Skill 2 • Think Central “Destination Math” – Whole Numbers to One Million Tutorial • GoMath! Reteach Lesson 1.1 and 1.4 • Core: • Grab and Go Activities 1-3 • Additional work with Secret Code Cards and Playing Cards • Enrich: • Create estimation number riddles Ex: I am a 7 digit number. A reasonable estimate of my value is 1,800,000. What number could I be? Describe the estimation strategy that you used.
