ADVANTAGES


Numerous activities for teaching those difficult whole number concepts of

renaming, multidigit multiplication and long division

Estimate by engaging activities, lessons and manipulatives that will help

your students truly understandfractions


Estimated will create innovative ideas that tie decimals and percentages

to the real world and to real meaning


Estimation activities that bring meaning to integers and integer

operations

Estimation will boost homework and assessment scores
 A wide variety of methods such as estimation for helping
students become better problem solvers including student-
generated problems, problem-based learning, problem
posing, and other research-based ways of teaching problem
solving.
 Effective ways to incorporate estimation and mental math
into computation and problem solving lessons
 Creative and fun ways forteaching addition, subtraction,
multiplication, and division facts to struggling, older students
 How to use estimation that will bring your computation and problem
solving.
 Dinstructional strategies for teaching to diverse groups of students with
different learning styles and varying ability levels
 Innovative strategies for incorporating the communication skills of
reading, writing and speaking into mathematics lessons.
 Easy-to-use suggestions for manipulatives and other concrete materials
that make student learning easier, deeper and more fun.
 Classroom-proven ideas for successfully integratingcalculators into the
teaching of problem solving and calculation skills.
 Many motivating activities for incorporating “fun” into computation and
problem solving lessons.
 Ready-to-use ideas that incorporate hands-on activities,
estimation, computation, and problem solving and apply
them to real life applications.
 Assessment ideas for quick reviews, end-of-unit tests,
journaling, performance assessments, re- teaching, and
re-testing.
 DISADVANTAGES

 Not really accurate

 Risk
 Bare to losing.
 Cannot be so trust in estimate.
 Talk only about thinking.
 Can give false result.
 It is not good to rely on something that we estimated
 EXAMPLE USING ESTIMATION
IN DAILY LIFE
Example 1 :
 How many students are in your school? The reference set
here can be the number of student in a class. Student
should know how many students in one class. They
should also be able to estimate the number of classes in
the school. This gives an estimate for the number of
students in the school.
Example 2
 How many total hours of television were
watched by all the children in the school? We
can find the exact answer by asking every
student how much they watched and then
adding the num of hours. The answer can be
estimated using a very important technique
called sampling. Take a survey of sum of the
children in the school ( say one class or 2
students in each class and then scale up)