TLC: Name of Team



Logistics for TLC Team Planning

|Name |School | Phone |Home Email |

|Mark Lewin |Mistletoe | | |

|Amy Hall |Boulder Creek | | |

|Aura Weinstein |Shasta Meadows | | |

|Reid Davis |Alta Mesa | | |

|Jody Sherriff |K-12 Alliance | | |

Meeting date/time/location on teaching day: 9/25/08– Mistletoe-8:00

| |1st Lesson |2nd Lesson |

|School site |Mistletoe |Boulder Creek |

|Teacher’s name |Mark Lewin |Amy Hall |

|Time frame |9:00-10:00 |12:40-1:40 |

|Time of debrief |10:00-11:00 |1:40-2:30 |

|Room for team to meet | | |

|Materials Needed for Lesson |Who is responsible? |

|Low odor dry erase markers (32) |Jody |

|Heavy duty sheet protectors |Jody |

|Hundreds flats |Amy, Reid |

|Number line supples |Aura |

| | |

| | |

Who is typing the lesson and making copies for the team? Jody

Who is making the student data sheet and making copies? Mark & Amy

Who will invite the principal or other key site/district personnel? Mark & Amy

Conceptual Flow

Estimation is useful in planning projects, budgets, trips, shopping, etc.

Estimation is an approximate quantity.

• Estimation can help in calculating large numbers.

• Estimation helps in choosing how to spend a limited amount of money.

Rounding is estimation that is more specific.

• Rounding is helpful with mental math.

TLC: Shasta #7

Planning: 9/18/08 Teaching: 9/25/08

Location: Mistletoe & Boulder Creek

Teaching Times: 9:00-10:00 (Mark) & 12:40-1:40 (Amy)

Lesson Concept: Estimation is an approximate quantity.

Standard(s):

Teacher Does Student Does Concept

|Engage: | |Estimation is an approximate quantity. |

|Give each student 8 – hundreds blocks. Tell them they have 3 min. to | | |

|play/build with the blocks. At the end of the 3 min. give students the | | |

|opportunity to stand at their own desk and look around the room at the | |Estimation can be helpful in adding several large |

|what others have done with their blocks. Tell students that the blocks | |numbers. |

|are no longer toys but “TOOLS” for helping us with our learning of math | | |

|and to carefully stack the blocks in the corner of their desk until | | |

|needed. | | |

| | | |

|For my birthday all I wanted was Best Buy gift cards and that is exactly | | |

|what my family and friends gave me. I am so excited, but I need to find | | |

|out if I can buy the items I want with my gift cards. Do I have enough | | |

|money on the cards? | | |

| | | |

|Show transparency with pictures of the following items and their cost. | | |

|Nintendo DS costs $119 | | |

|Xbox 360 costs $420 | | |

|Wii costs $ 336 | | |

|PSP costs $172 | | |

| | | |

|Without using a pen or pencil, about how much money for all four game | | |

|systems? | | |

| | | |

|Take one student answer, put answer on the board and ask, “Who else got | | |

|this same answer?” | | |

|Did anyone get a different answer? (If there is a different answer, put | | |

|that answer on the board). Ask the student who gave an “off” answer to |Think, talk with a partner and determine a possible answer. | |

|explain how they arrived at the answer. Ask a student who got $1,000 | | |

|answer to explain how they arrived at the answer. | | |

|(if someone states that they estimated or rounded to get the answer use | | |

|that to move into the next part of the lesson, by saying “you estimated, | | |

|what do you mean by that and why did you do that?” | | |

|Then proceed: Estimating is an approximate answer. What does approximate | | |

|mean? | | |

|(If no one has a definition for approximate, ask,”What does it mean that |Explain answer. | |

|dinner will be in approximately 2 hours?” | | |

| | | |

|Your are right. Today, we are going to practice estimating to see how | | |

|estimating can help us add numbers faster. | | |

| | | |

| | | |

| | | |

| |ESR: Approximate means close to | |

| | | |

| | | |

| |ESR: it means about 2hours, could be a little less or a little | |

| |more. | |

|Explore: | |Estimation is used to find an approximate number. |

|You are being given some hundreds blocks. You will use these blocks for | | |

|this activity. | | |

|Show the number 311; choose the number of hundreds blocks you would | | |

|choose to represent this number. Hold up your blocks. Find a student |Students choose blocks | |

|who has picked up 3 blocks and ask them to explain their thinking. |ESR: 3; 4 | |

|The estimated value of 311 is 300. |I chose 3 because you said 300; I said 4 because 357 is more closer| |

| |to 400. | |

|Repeat with the numbers: 491, 263 | | |

|The estimated value of 491 is 500. | | |

|The estimated value of 263 is 300. | | |

| | | |

|***(if there is disagreement on the number of blocks, use the yarn number| | |

|line to determine which it’s closest to) | | |

|Using the number line was very helpful to students who did not “get it” | | |

|for estimating a number. | | |

|I noticed that sometimes the value of your blocks is greater than the | | |

|actual number I gave you and sometimes it was less than the actual | | |

|number. How do you choose which it should be? | | |

| | | |

|Put the blocks on the corner of your desk. | | |

|(collect the blocks) |ESR: It depends on which it is closer to , the lower number or the | |

| |higher number. | |

|This time when I show you a number, write its estimated value on the | | |

|white board and show me. | | |

| | | |

|114…show me the estimated value. | | |

| | | |

|774…show me the estimated value | | |

| |ESR: 100 | |

|954…show me the estimated value | | |

|* when an incorrect answer is shown ask someone with the incorrect |ESR: 800 | |

|answer to explain their thinking, then ask someone with the correct | |Estimation is helpful to add numbers quickly. |

|answer to explain their thinking. Ask others, in general, with whom they |ESR: 1,000 | |

|agree and why. | | |

|***Use the number line to physically show where the number is on the | | |

|line. Using a rope with two students holding each end with “anchor” | | |

|numbers, then ask another student to come up and place the halfway number| | |

|on the number rope. Then ask where to place the number in question on the| | |

|line and ask “Which end number is the number we want to estimate closer | | |

|to?” | | |

|Estimating can help us when we are going to add numbers quickly. | | |

| | | |

|We’ll have a little race! I’m going to show you some problems, one half | | |

|of the room is will find an exact answer and the other half of the room | | |

|will come up with an estimated answer. | | |

|Here’s your first problem: | | |

| | | |

|315+498= ? (813) | | |

| | | |

|300+500= 800 | | |

| | | |

|Chose a student who has 300+500, tell me, why; did you choose 300? Why | | |

|did you choose 500? | | |

| | | |

|Now we’ll trade jobs (estimating/exact answer). | | |

|Here’s your next problem: | | |

| | | |

|768+ 227= ? (995) | | |

| | | |

|800+200= 1,000 |ESR: 800; 315 is closer to 300 and 498 is closer to 500; so 300 + | |

| |500 = 800 | |

|Now we’ll switch jobs again, this time you can’t use your pens until | | |

|you’re writing your answer. All the math has to be done in your head! | | |

| | | |

|486+178= ? (664) | | |

| | | |

|500+200= 700 | | |

| | | |

|Ready to switch jobs? Here we go! | | |

| | | |

|267+698= ? (965) | | |

| | | |

|300+700= 1,000 | | |

| | | |

|Now you know how to get an estimated sum with two numbers. Now you’re | | |

|going to practice getting an estimated sum for three numbers. | | |

| | | |

|Here are three numbers, write the three numbers you would use to | | |

|estimate their sum. | | |

| | | |

|378+156+217= ? (751) | | |

| | | |

|400+200+200= 800 | | |

| | | |

|here’s another: | | |

| | | |

|187+282+498= ? (963) | | |

| | | |

|200+300+500= 1,000 | | |

|Explain: | |Using estimation helps in adding large numbers. |

|Distribute worksheet. |View problem, estimate answer and record on answer sheet. | |

| | | |

|Collect final assessment. | | |

| | | |

|Were there any problems you found difficult? Which ones and why? | | |

|Explain the expectation on the problems that students found difficult. | | |

| | | |

|Put challenge problem on the board and ask for a student volunteer to | | |

|show how they solved it. | | |

Name___________________________

Estimate the sum.

1. 428 2. 541

+ 250 +175

3. 472 + 311 + 127 = ________ 4. 109

283

+395

*Challenge

5. 2749

4088

+ 967

6. Nintendo DS costs $119

Xbox 360 costs $420

Wii costs $ 336

PSP costs $172

Without using a pen or pencil, about how much money for all four game systems? ______________

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