Grade 3/4 - Math

Lesson
Title/Focus

Estimating using 10s and 100s as referents

Date

November 24, 2014

Subject/Grade
Level

Grade 3/4

Time
Duration

75 minutes
10:45 12:00

Unit

Estimating

Teacher

Miss Thielen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Develop number sense

4. Estimate quantities less than 1000, using referents

LEARNING OBJECTIVES
Students will:
1. Define estimation, exact, about, and referent.
2. Estimate quantities less than 500 using 10 and 100 as referents.

ASSESSMENTS
Observations:
Key Questions:
Products/Performances:

Observe participation in SMART presentation to see which students have a basic

understanding on estimation. Observe students participation in the guided lesson as
well as individual worksheet and workbook completion.
What is estimating? (LO 1) What is a referent? (LO 1) What is the difference between
about and exact when talking about numbers? (LO 1) How can I use referents to help
estimate large populations? (LO 2)
Estimation jar guesses, SMART Presentation responses, small group discussions, guided
mini lesson, math workbooks, referents chart

LEARNING RESOURCES CONSULTED

Math Makes Sense 3- Pearson
Math Focus 4
Math Focus 3

MATERIALS AND EQUIPMENT

My Estimation is slips
Estimation Station filled with math blocks
18 Using Referents to Estimate Worksheets with
chart for students to record data
6 Diagrams with noodles, beans, cheerios, staples,
Estimating Notebook Presentation slides 10-12
Students math workbooks
18 Referent Worksheets for individual work

PROCEDURE
Attention Grabber

Assessment of Prior
Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda

Introduction
Students will come in and complete their estimation station guess with the
math blocks.
If students forget, remind them by having them look at the back of
the room
This exercise is supposed to be quick and a time filler as students
are entering in from recess.
Our winners from last week are Isaak and Tina 4! The correct number of
bows was 23. Isaak had guessed 21, and Tina 25! Great work!
Who can tell me one thing you learnt last class about estimations?

Time

10 minutes

Students to ask their math workshop groups for assistance before

interrupting Miss Thielen. They need to read the instructions at least two
times and ask a friend before interrupting Miss Thielen.
1. Estimation Station
2. Vocabulary Review
3. Referent Station with Miss Thielen
4. Individual Worksheet/ Math books

Thielen 1

Grade 3/4 - Math

Transition to Body

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Today, we are going to review some of the key terms. It is important that
you listen for about 15-20 minutes so that you understand how to
complete todays tasks!
Body
Vocabulary Review (LO 1)
Last class we briefly talked about some very important vocabulary terms to
use when we are estimating.
Slide 10: Who can remember what the terminology is we want to
use when we say we are estimating (ABOUT)
What about when we are counting? (EXACT)
Why is it important to use the terms about and exactly when
estimating versus counting
Neighbor activity with their pencil case
Slide 11: Referent
Who can remember what a referent is or an example of a referent?
Personal item that people use to estimate (handful, counting,
spoon, etc.)
Slide 12: Today we are going to use 10 and 100 as referents.
When did Mr. Goldstone use 10 and 100 as referents? Cheerios,
beans, rice, and so on.
Practice using 10 and 100 as referents and get the class to estimate
on the following SMART slides.
Remind the class that we use 10 or the 100 as a reference point to
help us estimate how many as in the bigger picture.
How many bubble gum are on the left hand side of the slide? 10
Using that 10, who can estimate, without counting, how many
bubblegum are on the right hand side of the page?
This is what we are going to do today, is learn about using referents more.
We are going to be working with the referents 10 and 100 with
Miss Thielen. And broader worksheets on estimations
independently.
When you finish your independent worksheet, you can work in
your workbook.
The same rules apply when Miss Thielen is doing a mini guided
lesson as Mrs. Carvalho, so you must read the instructions twice
and also ask a friend before asking Miss Thielen for help!
I am going to start working with Group 1 and 3 over in Mrs.
Carvalhos corner.
Groups 2 and 4, you are working on your work sheet and when you
finish you are working in your books
Feel free to spin out
Observation: Observe which students are participating in discussions.
Which can recall the meaning of vocabulary terms? (LO 1)
Using Referents to Estimate Station (LO 2)
Miss Thielen will be running this station and instructing students on what
to do.
There is a chart they will need to fill out that is similar to
yesterdays.
Today we are adding a column, who knows what that column is?
Referent
We are going to work with 10s, 20s, and 100s as a referent to help
us make better estimates!
Use the noodle page as an example and go through the steps they must
complete for the whole group of about 8 10 students
They will work in groups of 2 through each of the referent pages
They must not skip steps and properly use the referents
They have an average of four minutes at each station, but they may

Time

15 minutes

20 minutes

Thielen 2

Grade 3/4 - Math

Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

Assessment of Learning:

Feedback To Students
Transition To Next
Lesson

Sponge Activity

need longer on some and shorter on more simple ones!

When they are done they can go work on their work sheet and workbook.
Chart: Students will each complete a chart where they identify the referent,
the estimation, and the exact amount. This gives students a chance to
become familiar with the new term. (LO 1, 2)
Observation: Observe who is leading and who is following. Which groups
are struggling, which are speeding through the stations, and so on. Are they
familiar with referents and how to use them? (LO 2)
Referent Worksheet (LO 2)
Students will work independently on their worksheet accomplishing what
they can in 20 minutes
They will work together, but each complete a sheet and it is up to
them how they work
They can spin out
When they complete the hot topic worksheet, they may work in their
workbooks on chapter 1 and 2.
Grade 3s may want to look at page 16 and ensure they completed it
correctly now that they know better how to make estimations!
Worksheet: Assess whether or not the students understand the basics of
estimating. Are they able choose the best estimate? (LO 2)
Closure
Todays counters are: Sara, Arron, Daniel, Tina 3 - you can count the
math blocks, count twice if you must or organize it in groups of ten to
count- do not blurt the answer. While they are counting, I am going to ask a
few individuals to come up with the referent displays and describe what
they found with their estimation. How did they make their estimation?
Was their guess close? Was it thoughtful?
Thank you for working so well independently and using 10s and 100s as
referents!
Next class, we are going to use other materials such as scoops, handfuls,
and our body to make better estimations!

20 minutes

Time

10 minutes

Have the students make predictions about how many Cheerios they think they could put
in one handful? How many pennies? How many noodles? How many popcorn kernels
could fit on their desk?

Thielen 3