standard_description: Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
problem_activity: Narrative
The purpose of an Estimation Exploration is to practice the skill of making a reasonable estimate based on experience and known information. When students notice that they can make a more accurate estimate when the single cubes are grouped into 10s they make use of base-ten structure (MP7).
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
“Let’s look at another image of the same collection.”
Display the image.
“Based on the second image, do you want to revise, or change, your estimates?”
Student Facing
How many do you see?
[IMG]
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
How many do you see?
[IMG]
Record an estimate that is:
|                    too low                     |                  about right                   |                    too high                    |
|------------------------------------------------|------------------------------------------------|------------------------------------------------|
| \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
Student Response
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Activity Synthesis
“Did anyone change their original ‘about right’ estimate? Why did you change it?” (I changed it because I see there are at least 50 cubes in the 5 towers.)
“Let’s look at our revised estimates. Why were our estimates more accurate the second time?” (Some of the cubes are organized.)
“There are 76 cubes.”


aligns: no