Stage 1: Desired Results

General
Learning 1. Develop number sense.
Outcome(s)
Specific
Learning 1. Use estimation strategies in problem-solving contexts. [C, CN, ME, PS, R, V]
Outcome(s)
1. Students will define and use front-end rounding to estimate differences
Learning 2. Students will apply rounding to different place values to estimate differences
Objective(s)

Stage 2: Assessment Evidence

 Math Practice written on whiteboard (~3-5
Summative Formative
 NA questions)
Assessment Assessment

Stage 3: Learning Experience

Tech Resources
 NA  Math Makes Sense 5
to Do to Bring
Time Content/Description Notes
Cue students to put away bell work and open what is needed for Paper in binder,
PREP
math, date, sitting quietly.
Visual
 Draw on board, place roughly 20-30 dots. Get students to
estimate how many dots. Then erase ~10. About how many
were removed? How many are there now?
5 minutes
Transition
 We can also use one of our strategies from estimating sums to
look at estimating differences.
Introduction (Estimating Differences)
 We can use front-end rounding again to estimate differences.
Remember front-end rounding is when you keep the first digit,
and turn the rest to zeros.
 Lets look at an example: 1158-126
 Using first digit we get 1000-100 roughly equal to 900. Lets
Write the header on
10 minutes adjust our estimate a bit.
the board
 What if we look at the front two digits?
 1100-120 is roughly equal to 980
 Finally lets consider all the digits and round to the nearest 10s
place value. What would 1158 round to?
 1160-130=1030
 So each adjustment that we make will give us a closer estimate.
5 minutes How do we know if we over or under-estimate based on our
rounding?
 Remember when I first introduced front-end rounding, or by
looking at the estimates we placed on the board, does front end
rounding yield an overestimate or an underestimate?
 Under-estimate. This is due to us rounding down when we use
 only the front digits.
 Question: Is there a time where we would have to over-
estimate?
o Ex. If we had 162 students, and each bus holds 50
people, how many buses would we need?
o We could take 3, but then 12 students would be left
back at the school. We would need to take four buses.

Transition: What would be an overestimate?

Lets explore this question:
Emphasize the
1852-489 lets round to the nearest hundreds.
importance of
This would turn into 1900-500 is 1400. This is an overestimate
knowing when you
5 minutes because this number is greater than the actual difference.
need to over-
The actual difference is 1363.
estimate. May
could present as an
Remember to be aware of what you are rounding to or what
elbow partner
strategy you are using. Some strategies, like front end rounding
discussion first.
will always give and over-estimate. But it also depends on the
direction of rounding, or the placevalue you are rounding to.
Practice
Pick 2 of the 4 options for question 1 and 2
1. Using front-end rounding, estimate:
A. 2593-1548≈
B. 9845-6050≈
C. 7502-1807≈ Give the student the
option of doing 2
D. 8739-6326≈
per question.
2. Using any strategy, estimate:
A. 6723-985≈ Give review to the
B. 7415-4002≈ students who will
C. 6345-4328≈ finish quickly.
D. 8025-982≈
15 minutes Assess if the
If you finish the above work, you can complete the review understanding of
questions I have written on the board. benchmarks is now
more concretely
1. Using front-end rounding, estimate: there.
782+6320=
2. Using compensation, estimate: Ask the students to
490+692+1073+8952+238= explain the strategy
3. Using the nearest ten thousand benchmarks, they used for
round 38425 to the nearest ten thousand. question 2.
Make sure to estimate the placement of your
exact value on a number line.
Reflections and
Follow Up