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* *Reflection: Checks for Understanding
Is Your Answer Reasonable? - Section 5: Closure

I like to clear up all misconceptions that I have noticed by the end of each lesson. Sometimes I do this as I notice the groups or individual making the mistake. A lot of the time, if I notice the same misconception, I call the class back together as a whole to address this problem. Afterwards, I let them go back to their group activity. In this lesson,the common mistake I noticed was some students forgetting that once they round the number to a place, everything behind it becomes zeros. To correct this, I got the students to count for me. For example, if they were rounding to the hundreds, then we counted by 100. If they were rounding to the 1,000, then they counted by thousands.

*Misconceptions*

*Checks for Understanding: Misconceptions*

# Is Your Answer Reasonable?

Lesson 3 of 23

## Objective: SWBAT check for reasonableness by using estimation to make sure they used the correct calculations.

*55 minutes*

#### Opener

*5 min*

The students have already learned how to estimate by rounding**. ** In today's lesson, they learn to use estimation to help determine if their answers are reasonable**(4.OA.A3)**. This is very important because when a student is multiplying sometimes their answers could be way off. If they would use estimation, this will ensure that they are calculating their answers correctly.

To get the students started and excited about the lesson, I start with asking the students to think of an item that they would like to receive for their birthdays. (*I want the students to get excited about the lesson. Most students enjoy receiving gifts for their birthdays*.) I let some of the students share their responses. Some student responses: a new bike, Xbox 360, and Jordan tennis shoes. Now, that I have their attention, I tell them that today we will figure out how much it would cost to buy 3 brand new watches for a birthday gift.

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#### Direct Instruction

*10 min*

The Is Your answer reasonable power point is displayed on the Smart board.

At the beginning of each lesson, I like to review skills that we have learned that will help with the new skill. In this lesson, we review the steps of rounding.

Review:

**Problem:**

Mrs. Thomas has triplets, Jerry, James, and Jack. They each want a new watch for their birthday. If the watch costs $125 each, how much money will Mrs. Thomas spend?

Let’s find out.

125 rounds down to 100 because there is a 2 behind the 1.

$100 x 3 = $300

Mrs. Thomas will need about $300.00

Now that we have our estimate, it is time to find the exact answer.

125

x 3

375

The exact amount of money that Mrs. Thomas needs is $375.00.

#### Resources

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#### Group or Partner Activity

*20 min*

I give the students practice on this skill by letting them work together. I find that collaborative learning is vital to the success of students. Students learn from each other by justifying their answers and critiquing the reasoning of others (**MP3**).

For this activity, I put the students in pairs. I give each group an Group Activity Is your answer reasonable activity sheet of word problems. The students must work together to solve word problems by finding an estimate, then the exact answer. The students must tell if their exact answers are reasonable based upon their estimation. The students must decontextualize the problem and represent them symbolically **(MP2)**. The students must work together to find the product and tell if the answer is reasonable by using estimation. They must communicate precisely to others within their groups **(MP6)**. They must justify their answers, as well as critique the reasoning of their partner **(MP3).**

The students are guided to the conceptual understanding through questioning by their classmates, as well as by me. The students communicate with each other and must agree upon the answer to the problem. Because the students must agree upon the answer, this will take discussion, critiquing, and justifying of answers by both students. As I walk around, I am listening for the students to use "talk" that will lead to the answer. I am holding the students accountable for their own learning.

As they work, I monitor and assess their progression of understanding through questioning.

1. What is this problem asking you to find?

2. Is this an exact answer or an estimate? Why?

3. Is your exact answer reasonable? How do you know?

Any groups that finish the assignment early, can go to the computer to practice the skill at the following site until we are ready for the whole group sharing:http://www.mathnook.com/math/mathmanrounding.html

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#### Independent Activity

*10 min*

To give me a clear understanding of what each student knows, the students will do an independent assignment (Independent Activity Is your answer reasonable). Group activities are great, but as a teacher I need to assess students independently to make sure they are all receiving the help they need. I will put a problem on the Smart board for the students to work (see attached resource). The students will use paper and pencil to solve the problem. I will walk around to visually assess the students understanding, keeping track of all students who I will work with in small group for remediation.

Problem:

78 students are going on a field trip to the zoo. The cost to get in the zoo is $3.00. What is the total cost for all of the students to get in the zoo?

Estimate: _______

Exact answer: _______

Is your answer reasonable? __________ Explain.

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#### Closure

*10 min*

To close the lesson, I have one or two students share their answers. This gives those students who still do not understand another opportunity to learn it. I like to use my document camera to show the students' work during this time. Some students do not understand what is being said, but understand clearly when the work is put up for them to see.

I feel that by closing each of my lessons by having students share their work is very important to the success of the lesson. Students need to see good work samples, as well as work that may have incorrect information. More than one student may have had the same misconception. During the closing of the lesson, all misconceptions that were spotted during student independent and partner sharing will be addressed whole class.

#### Resources

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- UNIT 1: Fractions
- UNIT 2: Skills Review
- UNIT 3: Algebra
- UNIT 4: Geometry
- UNIT 5: Patterns & Expressions
- UNIT 6: Problem-Solving Strategies
- UNIT 7: Decimals
- UNIT 8: Measurement and Data
- UNIT 9: Multiplication and Division Meanings
- UNIT 10: Place Value
- UNIT 11: Adding and Subtracting Whole Numbers
- UNIT 12: Multiplying and Dividing

- LESSON 1: Multiplying by Multiples of 10 and 100
- LESSON 2: Using Rounding to Estimate
- LESSON 3: Is Your Answer Reasonable?
- LESSON 4: Using Clues to Multiply or Divide
- LESSON 5: Using Mental Math to Multiply 2-Digit Numbers (Are You My Match?)
- LESSON 6: Multiplying 2-Digit Numbers by Multiples of Ten
- LESSON 7: Multiplying Greater Numbers
- LESSON 8: Modeling: Multiplying a 2-digit number by a 1-digit number
- LESSON 9: Multiplying 2-digit number by 1-digit number
- LESSON 10: Multiplying a 3-digit number by a 1-digit number
- LESSON 11: Estimating Products
- LESSON 12: Multiplying 2-Digit by 2-Digit Numbers
- LESSON 13: Multiplication: Arrays and an Expanded Algorithm
- LESSON 14: Multiplication Unit Assessment
- LESSON 15: Using Mental Math to Divide
- LESSON 16: Estimating Quotients
- LESSON 17: Dividing with Remainders
- LESSON 18: Dividing 2-Digit by 1-Digit Numbers
- LESSON 19: Dividing 3-Digit by 1-Digit Numbers
- LESSON 20: Deciding Where to Start Dividing
- LESSON 21: How Much Will They Get?
- LESSON 22: Factors
- LESSON 23: Prime and Composite Numbers