Literacy Linkages Lesson Plan Establish Objectives Content Objectives: Students are able to define and explain estimation

and why it is useful. Students are able to estimate solutions to multi-step problems. Students are able to compare estimates to calculated solutions and assess their reasonableness. Lan ua e Objectives: Students are able to define and explain estimation and why it is useful by writin a short para raph with complete sentences and proper punctuation. Students are able to proofread and edit a para raph written by a peer and ive oral feedbac! on clarity" punctuation" and complete sentences. Students are able to rewrite a new draft of an edited para raph. #pplicable Core Standards: $.EE.% - Solve multi-step real-life and mathematical problems posed with positive and ne ative rational numbers in any form &whole numbers" fractions" and decimals'" usin tools strate ically. #pply properties of operations to calculate with numbers in any form( convert between forms as appropriate( and assess the reasonableness of answers usin mental computation and estimation strate ies. )dentify *ath Learnin Levels related to content Concepts: Estimation" roundin " approximation #l orithms: &review' +oundin #pplication: &review of' order of operations" fraction,decimal,percent conversions" rational operations" inte er operations" roundin -illin ness to try: Student attempts estimation durin ame )dentify Lan ua e .imensions applicable to content -ritin : /ara raph writin and draftin " complete sentences and punctuation" editin Spea!in : 0ivin oral feedbac! Content 1ocabulary: Estimation,Estimate" approximate" round" &potentially review applicable vocabulary but not main focus' 2unctional Lan ua e: 0uess &may need more functional vocabulary for problem scenarios if EL students are enterin ,be innin ' )dentify /rere3uisites Content: roundin Lan ua e: complete sentences" punctuation )dentify students4 bac! round !nowled e that may be useful: /ersonal experiences: estimation experiences /hysical objects: uess the amount of somethin in a jar 5 use as an opportunity to display culturally associated objects

Collect *aterials Sortin pac!ets for each roup -hiteboard and mar!ers for each roup 6imer or stopwatch *ay want to provide students with punctuation rules, proofreadin Lesson Plan Components

uide.

)nto Starter: .isplay a jar full of small objects and have students uess the number of objects. #lso" include a roundin prompt" e. . 7round 8%.9:; to the nearest cent< &use a current as price' as well as an estimation prompt: 7about how much is $= of >?@< Chec! student answers as you o around the classroom" ta!e note of the number of students that ot the answers ri ht" and those who are stru lin . Correct and discuss as a class &wait till end of class to tell them the number of objects'. )ntroduction activity: Sort it outA Bave printed out and cut in strips about CD different 3uantities ran in from time" dollar amounts" percents" inte ers" rational numbers" etc. with about >D of them bein more precise" and about >D of them bein less precise versions of the same amount. Bave students wor! in roups with a set of the above for each roup" and instruct them to sort the 3uantities into two roups. Loo! at the ways students sort the 3uantities and briefly discuss with each roup how theyEve decided to sort their 3uantities. 0ather attention and discuss as a class. Bave two roups share their sortin method. 6hen discuss sortin based on actual and approximate values" possibly discussin precision. )f one of the roups sorted their values this way" have them be the last of the student roups to share" and use this to start the discussion. )f none of the students sorted this way" simply explain this was another way of sortin and discuss. 6ransition: Explain that estimation is a strate y that we can use for any problem" and should be used as a part of any problem solvin effort to ensure that we find a reasonable answer. -/re-teachin activities for focus students: provide roundin wor!sheets for students who want extra practice. 6hrou h /repare a selection of math problems usin s!ills learned recently. Bave students sit in roups" and provide each roup a white board and mar!ers &or a section of the classroom white board'. Explain the rules to the ame" and then as! students specific 3uestions about the rules to chec!

comprehension. 0ame rules: the teacher will present a problem to the class. Each team will have %D seconds to record an estimate on their board. 6ell students 7ma!e sure your team !nows what 3uestion is bein as!ed" and remember you shouldnEt solve the problem completely" but use strate ies you !now to ma!e an educated uess<. -hen the %D seconds are up" the boards should be set aside &or if usin classroom board" students should sit bac! down' and then the teams will wor! to ether to solve the problem. 6he solution can be discussed as a class and consensus achieved" and then a point awarded to the team with the closest estimate. #fter a few rounds" it may be helpful to do a round or two individually" usin scratch paper instead of the white board" so that you can also assess individually proficiency. &#llow EL students to wor! with a partner to clarify the lan ua e used in the problems and to understand the 3uestion bein as!ed before wor!in independently on the solution' .urin the ame" discuss and list the different estimation strate ies used for students to copy into notes later. #nnounce a winner at the end of the ame. 0uide students throu h note-ta!in on strate ies discovered durin the ame" as well as explicitly teach those that they may not have used throu h direct instruction. Summative assessment: Estimation 3uiF &five problems similar to those done in class" simply as!in for the estimation" then a series of conceptual 3uestions on the bac! such as 7suppose you calculated the actual answer to number % was >G.$ . Compare this to your estimation" do you thin! your calculation is reasonable@ Explain why or why not.< +eassessment: Similar retest available as needed Heyond .iscuss briefly definitions from first section of lesson" as well as review and,or reteach components of complete sentences and punctuation rules. 6hen direct students to ta!e out a pencil and paper and respond to the followin prompt: )n one short para raph" define and explain estimation and why it is useful. 6o achieve full credit you must use clear" complete sentences and proper punctuation. *odifications on individual basis based on -).# standards: for example" EL students at -).# level C: )nstead of writin a para raph" students can extend sentence starters to define and explain estimation" and students can list names of estimation strate ies tau ht in class. Students will also be allowed to ta!e the 3uiF orally. Extensions: Students may choose to incorporate the challen e to use metaphor in writin . /ic! a random object from the classroom &Chair" for example' instruct students wishin to ta!e on the challen e to describe how estimation is li!e a chair in their para raph. EmphasiFe that they need to ma!e sure the ori inal uidelines are met re ardless of incorporatin the challen e.

-hen students have completed their para raph" explain that they should switch papers with another student. Explain that students will now proofread their partnerEs paper chec!in for the uidelines mentioned in the prompt. Closely supervise students and assist in ma!in sure that they are thorou hly chec!in " and direct them to also wor! with other roup members when they have 3uestions. 6hen" have each partnership ta!e turns ivin oral feedbac!" and invite the students to ma!e notes of the feedbac! they are iven on their paper. .urin this sharin observe and provide students feedbac! on their feedbac!- ivin s!ills. #ssessment: Students will rewrite a new draft of their edited para raph" as well as turnin in ori inal draft post-editin . Closure: remind students the purpose of estimation" and that it should be used as the first step in any problem solvin endeavor. )nvite them as Ehomewor!E to discuss with their parents or someone outside of school how they use estimation in their lives. 6he followin day" have students do a brief pair share of their conversations.