##
* *Reflection: Adjustments to Practice
Estimation of Products Using 1 Digit up to 4 Digit Equations. - Section 2: The Core Lesson: Understanding the "how" for now with connection to the "why".

With the Educreations quick review, this all tied up into a very neat package for mastery, skill work and in depth understanding of multiplying by 10s in estimation and the Associative Property. My new thinking is that if we want them to use estimation in the real world and if they have mastered understanding of place value's role in multiplication, estimating products should be a snap! It's good to start with simple numbers. My below grade level achieving students should feel more accomplished because they will soon understand completely why they need to round one multi-digit number and why they don't need to consider rounding the one digit factor they are multiplying.

*Focusing on Why*

*Adjustments to Practice: Focusing on Why*

# Estimation of Products Using 1 Digit up to 4 Digit Equations.

Lesson 7 of 19

## Objective: SWBAT round and estimate multiplication equations and apply the concept to solving word problems involving estimation.

## Big Idea: Students learn today that estimation is a valuable tool for real world use and how to fluently estimate, compare exact answers and solve word problems.

*40 minutes*

Today, we warmed up with some mental math in multiplication of rounding and multiplying basic facts. I started with asking them why 24 would round to 20? I told them I wanted them to explain by factoring out any tens first.

One student simple stated that the 2 tens were in the tens place and that we could pull out the ones making it 20 + 4. I asked if that if we had to round, what would happen to the 4 ones? One student said that the 4 ones is just 'taken" away from the rounded number.

I clarified that "taken away" would mean we subtracted it out. I told them that subtracting the 4 ones was not what happens when we round. I was surprised how this misconception rose to the surface so quickly. To correct it, I gave the example of the number line we used when we learned to round and estimate in addition and subtraction. *I quickly drew the number line on the SB and explained to correct any misunderstanding. I think it was important to review the meaning of rounding so they would be prepared for the next part of their lesson! The Educreations Sample demonstrates how I taught them through the misconception.*

*expand content*

I opened the SB file of Estimation Classroom Copy and** asked my students, “Why is estimation an important step in multiplication?”** Several students offered up ideas about having to find "quick" answers to multiplication problems, just like in addition and subtraction. One student said that if she were trying to find out a total really fast and the numbers could be grouped, she would use estimation. We discussed the meaning of reasonable answers and that we use estimation for comparing exact answers. A

I gave an example of throwing a party and that each paper cup was 39 cents. If I had 9 people at my party, about how much would the cups cost in all? One student suggested to round it to 40 cents and multiply that by 9. I let them use their calculators on their iPads. We arrived at $3.60. Through this example, they could apply real life understanding. I asked them if $3.60 was a believable answer? I told them I wanted them to think about the word "reasonable" as the word "believable." I told them I wanted to always step back and question: "Does my answer make sense? Is it believable?"

As I worked through the Smart Board, we started to practice rounding and estimating. We tried several examples in our math notebook, discussing each step. I roved and checked their understanding as they wrote examples and solved on their own.We discussed important strategies in solving word problems.Students took notes in their math notebook as we discussed important points. Students could start to understand why an area model would not be the most practical method of solving and that they needed to use their basic facts as a strategy. They wrote down each word problem vocabulary word that meant to estimate; "approximately","around" and "about" were three of the words. I instructed them to under line the vocabulary words in their word problems that told them it was an estimation problem. This under lining would remind them that we were not looking for exact answers. We reviewed the difference between "exact" and "approximate." As I gave explicit examples, they quickly caught on to the process and concept, and I decided it was time to hand out the assignment to work on for awhile in class so I could monitor progress.

#### Resources

*expand content*

#### Practice

*10 min*

I passed out Assignment # 6 Estimation and we read the directions together aloud. I wrote a sample problem for #1 on the whiteboard so that students understood exactly what I wanted to understand from them. I told them that I wanted them to compare their estimated answer with their exact answer as they had in the past during the addition and subtraction unit. I told them that they needed to explain how they did the problem, and then I demonstrated what I wanted by writing a short sentence about 45 x 6 and 50 x 6.

There was a rich, but brief conversation started by one of my students about how the estimation was larger because I had rounded up. *CCSS help us with getting kids to think more deeply and make connections. I am starting to see this as we transition.* As they worked, I roved the classroom, reminding them to use their classroom notes. I left th SB file up on the SB so it was an easy reference.

#### Resources

*expand content*

##### Similar Lessons

###### Subtracting with Decomposing

*Favorites(9)*

*Resources(14)*

Environment: Suburban

Environment: Urban

Environment: Urban

- UNIT 1: Place Value and Multi-Digit Addition & Subtraction
- UNIT 2: Metric Measurement
- UNIT 3: Graphing and Data
- UNIT 4: Concepts of Multiplication
- UNIT 5: Geometry
- UNIT 6: Fractions 1: Understanding Equivalence in Fractions and Decimals
- UNIT 7: Fractions 2: Addition and Subtraction Concepts/ Mini unit
- UNIT 8: Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers
- UNIT 9: Division Unit
- UNIT 10: Addition and Subtraction: Algorithms to One Million
- UNIT 11: Place Value
- UNIT 12: Addition and Subtraction Word Problems
- UNIT 13: Multiplication Unit

- LESSON 1: Pretesting The Multiplication Unit
- LESSON 2: Introduction to Area Models
- LESSON 3: Area Models: Extension of Understanding
- LESSON 4: Area Models: 4 Digit by 1 Digit Multiplication
- LESSON 5: Getting Ready to Quiz: The Greatest Product Game
- LESSON 6: Quiz 1 in Multiplication: Area Model fluency 1x2,1x3 & 1x4 digits
- LESSON 7: Estimation of Products Using 1 Digit up to 4 Digit Equations.
- LESSON 8: Multistep Word Problems, Algebraic Concepts & Equations: Strategy Toward Mastery!
- LESSON 9: Quiz 2 : Multiplication Word Multi-Step Problems: 1x2,1x3,1x4 digit and estimation
- LESSON 10: An 1870's Classrom Meets Common Core: Drilling Math Facts & a Game of What's Wrong with This Answer?
- LESSON 11: Double Digit Multiplication and the Area Model
- LESSON 12: Powers of Ten: Review and Practice and Writing Clear Explanations
- LESSON 13: Multi-step word problems: Review and Support to Mastery
- LESSON 14: Quiz 3: Double Digit Multiplication, Estimation and Solving Word Problems
- LESSON 15: Estimating Double Digit by Double Digit Multiplication
- LESSON 16: Reviewing for Multiplication Assessment: A student jigsaw presentation.
- LESSON 17: RTI: Making Solving One Step Word Problems a Piece of Cake!
- LESSON 18: Estimation Scenarios: Writing Estimation story problems.
- LESSON 19: Assessing Multiplication