options: Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Narrative
The purpose of this activity is for students to facilitate the Estimation Exploration they created in the previous activity for another group in the class. Each group should be paired with another group and they will take turns facilitating their Estimation Exploration for the other group. If time allows, students could facilitate their Estimation Exploration with more than 1 group.
MLR8 Discussion Supports.
At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain their Estimation Exploration activity. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Required Materials
Materials to Gather
Chart paper
Colored pencils, crayons, or markers
Launch
Groups of 3 or 4
Give each group a piece of chart paper and a marker to record responses.
“Pair up with another group in the class. Each group will present their Estimation Exploration.”
Activity
10–12 minutes: small-group work time
Remind students to switch roles halfway through the time allowed.
Student Facing
Display your image for your classmates.
Ask them, “What is an estimate that’s too high?” “Too low?” “About right?”
Give them a minute of quiet think time.
Give them a minute to discuss together.
Have them share estimates.
Record their ideas.
Student Response
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Activity Synthesis
“What did you learn as you presented your Estimation Exploration?” (I learned that ranges of estimates might be bigger than you expect. I learned that it’s important to understand the size of the items you are trying to estimate or be familiar with it, otherwise you cannot make good estimates.)


correct_option_index: 0