Estimation
Andrew Stadel: http://www.estimation180.com/
Teachers: (Do ONE problem per day)
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Note to teachers: Please read the explanation below before trying out with students
Too Low
Think of an estimate that is too low. Don't accept one (1), that's just rubbish. Unless one (1) is actually applicable to the context of the challenge. Stretch your students. Think of it more as an answer that's too low, but reasonably close. After all, this is a site of estimation challenges, not gimmes.
Too High
Refer to my notes in Too Low. Just don't accept 1 billion unless it's actually applicable. Discuss with students the importance of the Too Low and Too High sections: we are trying to eliminate wrong answers while creating a range of possible answers.
My Estimate
This is the place for students to fill in their answer. If the answer requires a unit of measurement, we better see one. Not every estimation challenge is "How many..." marshmallows? or christmas lights? or cheese balls? Even if a unit of measurement has already been established (see the Description notes), I'd still encourage your students to accompany their numerical estimate with a unit of measurement.
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My Reasoning
This is a student's chance to shine! Encourage their reasoning to be short and sweet. When a student writes something down, they'll be more inclined to share it or remember it. Accept bullet points or phrases due to the limited space. We don't need students to write paragraphs. However, we're looking for students to identify any context clues they used, personal experiences, and/or prior knowledge. Hold students accountable for their reasoning behind the estimate of the day.
Don't let student reasoning go untapped! If you're doing a sequence of themed estimation challenges, don't accept, "I just guessed" after the first day in the sequence. Have students share their reasoning before and after revealing the answer. Utilize Think-Pair-Share. This will help create some fun conversations before revealing the answer. After revealing the answer, get those who were extremely close (or correct) to share their reasoning. I'm also curious to hear from those that are way off and how their reasoning could possibly be improved. I'd say the My Reasoning section was born for Mathematical Practice 3: Construct viable arguments and critique the reasoning of others. Keep some of these thoughts in mind regarding Mathematical Practice 3:
Explain and defend your estimate
Try to initiate a playful and respectful argument in class.
There's reasoning behind every estimate (not guess).
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Answer
Jot down the revealed answer. I'd also encourage students to write down the unit of measurement used in the answer. The answer might use a different unit of measurement than what you and your class agreed upon. Take the necessary time to discuss the most relative unit of measurement. I might be subjectively wrong on some of the answers posted. As for more thoughts on unit of measurement, refer to the My Estimate notes above. Continue having mathematical discussion after revealing the answer. Refer to my notes regarding the use of Mathematical Practice 3 in the My Reasoning section.
Error
Find the difference between My Estimate and Answer. Have students circle either the "+" or the "-" if they didn't get it exactly correct.
+ Your estimate was greater than (above) the actual answer.
- Your estimate was less than (below) the actual answer.
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Think of an answer that is too low but still reasonable close
Think of an answer that is too high but still reasonable close
Try to include a unit of measurement
Explain your thinking (how you got your answer)
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Estimate: How many pieces of candy corn in the cup?
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Click on this link to watch video answer: https://vimeo.com/50964482
Click on next slide for picture answer
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Click on the next slide for picture answer
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Think of an answer that is too low but still reasonable close
Think of an answer that is too high but still reasonable close
Try to include a unit of measurement
Explain your thinking (how you got your answer)
@mrsluclass
Picture Answer:
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What's the value of the roll of pennies?
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Think of an answer that is too low but still reasonable close
Think of an answer that is too high but still reasonable close
Try to include a unit of measurement
Explain your thinking (how you got your answer)
@mrsluclass
Picture Answer:
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How many cheeseballs will fit on the large plate?
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Think of an answer that is too low but still reasonable close
Think of an answer that is too high but still reasonable close
Try to include a unit of measurement
Explain your thinking (how you got your answer)
Click here for Cheeseball Video:
https://vimeo.com/140884848
@mrsluclass
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Order the glasses from least to greatest in capacity.
Explain your reasoning.
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Click here for video answer: https://vimeo.com/54754565
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