Lesson: Intro to Estimation
SWBAT define seven core vocabulary words associated with estimation
Materials Needed: DN Worksheet, white board, dry erase markers, pencils, Estimation Vocab Chart, Vocab Template, Frayer Model Example, and IND Worksheet.
Vocabulary: estimate, compute, rounding / front end rounding, approximation, regrouping, about, closest
Do Now (3 -5 min): Teacher hands out multiplication worksheet for students to complete independently. Students struggling with multiplication should be encouraged to draw out each problem.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then says, “Today, we are beginning a new unit. We will be learning about estimation. In order to understand estimation we have to learn some new vocabulary. By the end of this lesson, you will be able to define seven core vocabulary words associated with estimation.”
Direct Instruction (7-10 min): Teacher begins “Today we are going to learn the vocabulary we need to know to be masterful estimators! Everyone please look at the chart at the front of the room. These are the 7 vocabulary works you will be able to define by the end of the lesson. It is important as mathematicians that we use math vocabulary when talking about math problems, which is why we are going to send a lesson on estimation math vocabulary.” The teacher then reads each of the words on the chart and their definitions. She then shows equation examples of the following words (estimate, regroup, rounding and approximation), something with which the students would be familiar. The teacher then asks students to read the words with her out loud and then calls on individual students to read the definitions. The teacher continues, “It is very important we know what these words mean, because throughout this unit I will be using this vocabulary and I expect you to also be using it. When I say I want you to estimate your answer, you will eventually know that there are 3 strategies you can use to do that, regrouping, rounding, or approximation. We will be learning about all of them in the coming days.” The teacher then quickly demonstrates on the white board how each strategy can be used before breaking for guided practice.
Guided Practice (10 - 15 min): The students are broken into groups to work on learning the vocabulary. Each group should have two of the vocabulary words, it is ok for multiple groups to have the same word. The teacher demonstrates what she wants the students to work on by presenting the Frayer Model Example to the class and then explaining the each group will have two of today’s vocab words to complete in the same way the teacher completed the word equation (see Frayer Model Example). The students should be told that they will be presenting these at the beginning of the next class.
Independent (10 min): The teacher passes out the IND worksheet. The students are asked to complete it individually and turn it in.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|DN multiply single digit Starter / Do Now||
|Vocab Template Classwork||
|IND Worksheet Classwork||
|Frayer Model Example Exemplar||
|Example Chart Lesson 1 Exemplar||