options: Tell and write time.

Measure lengths indirectly and by iterating length units.

Geometric measurement: understand concepts of angle and measure angles.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure and estimate lengths in standard units.

Convert like measurement units within a given measurement system.

Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Relate addition and subtraction to length.

Work with time and money.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Describe and compare measurable attributes.
problem_activity: Narrative
The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.
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.
Student Facing
How long is the desk?
[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
“How do you know that 15 is an estimate that is too low?” (If we add two more towers of 5, it still won't reach the end of the desk.)


correct_option_index: 1