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

Describe and compare measurable attributes.

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

Measure lengths indirectly and by iterating length units.

Tell and write time.

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

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of angle and measure angles.

Represent and interpret data.

Work with time and money.

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

Convert like measurement units within a given measurement system.

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.

Relate addition and subtraction to length.
problem_activity: Narrative
The purpose of this Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information. The warm-up also draws students' attention to a length between a full inch and one-half of an inch, preparing students to work with such lengths later.
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
What is the length of the paper clip?
[IMG]
Record an estimate that is:
|                    too low                     |                   just 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
Consider asking:
“Is anyone’s estimate less than _____? Is anyone’s estimate greater than _____?”
“Based on this discussion does anyone want to revise their estimate?”


correct_option_index: 8