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Imagination Estimation: Introduction Imagination Estimation Introduction Task Process Evaluation Conclusion Credits Teacher Page by Brenda Biehler, Emporia State University Mary Sigle, Emporia State A way for studnets to explore estimation. Use their imagination on...

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Scholastic: Outdoor Activities/Science: Me and My Shadow

Kroll (Scholastic Inc.; $3.50) * To order, call 800-SCHOLASTIC. Skills: Children will develop math skills including measurement, estimation, and prediction. Materials: Colored chalk Yarn, string, plastic links, a tape measure, and other measuring tools Scissors Masking tape Experience-...

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Estimation

Embed a running copy of this simulation <iframe src="http://phet.colorado.edu/sims/estimation/estimation_en.html" width="800" height="600"> Use this HTML to embed a running copy of this simulation. You can change the width and height of the embedded sim...

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K-12 Mathematics

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method of estimation; determining the level of accuracy needed given the situation; analyzing the effect of the estimation method on the accuracy of results; and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. (IMPORTANT: The intent of this GLE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) M:N&O:HS:7 Makes estimates in a given situation (e.g., tips, discounts, tax, the value of a non-perfect

18 0 http://www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFrameworks/documents/K-12MathematicsFramework_000.pdf#page=18 www.ed.state.nh.us/education/doe/organization/curriculum/CurriculumFramew...

New Hampshire Curriculum Framework Mathematics June 2006 Number and Operations 6-8 Page 18 of 69 Number and Operations Grade 6 Grade 7 Grade 8 M:N&O:6:7 Makes estimates in a given situation by identifying when estimation is appropriate, selecting the appropriate method of estimation, determining the level of accuracy needed given the situation, analyzing the effect of the estimation method on the accuracy of results, and evaluating the reasonableness of solutions appropriate to grade

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method of estimation; determining the level of accuracy needed given the situation; analyzing the effect of the estimation method on the accuracy of results; and evaluating the reasonableness of solutions appropriate to grade level GLEs across content strands. (IMPORTANT: The intent of this GLE is to embed estimation throughout the instructional program, not to teach it as a separate unit.) M:N&O:HS:7 Makes estimates in a given situation (e.g., tips, discounts, tax, the value of a non-perfect

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Microsoft Word - mathstd3.docmathstdbystd3.pdf

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estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3. uses ratio and proportion to measure inaccessible objects (2.4.A1c

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Standards by Standards 3–2 Page 14 3. adjusts original measurement or estimation for length, width, weight, volume, temperature, time, and perimeter in real-world problems based on additional information (a frame of reference) (2.4.A1a) ($), e.g., your class has a large jar and a small jar. You estimate it will take 5 small jars of liquid to fill the large jar. After you pour the contents of 2 small jars in, the large jar is more that half full. Should you need to adjust your estimate?

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Standards by Standards 3–2 Page 16 3. estimates to check whether or not measurements or calculations for length, weight, temperature, time, perimeter, and area in real-world problems are reasonable (2.4.A1a) ($), e.g. is it reasonable to say you need 30 mL of water to fill a fish tank or would you need 30 L of water to fill the fish tank? 4. adjusts original measurement or estimation for length, width, weight, volume, temperature, time, and perimeter in real-world problems based on additional

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estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3. uses ratio and proportion to measure inaccessible objects (2.4.A1c

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Microsoft Word - mathstd20038g.docmathstd20038g.pdf

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cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

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standing next to the building. By using the person as a frame of reference adjust your original estimate. 2. estimates to check whether or not the result of a real-world problem using rational numbers and/or simple algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., you have a $4,000 debt on a credit card. You pay the minimum of $30 per month. Is it reasonable to pay off the debt in 10 years? 3. determines a reasonable range for the estimation of a

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8-7 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is

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cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

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Microsoft Word - mathstdrev0703.docmathstdrev0703.pdf

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cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

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K-14 January 31, 2004 N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate

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from 0 through 50 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., an estimate is made about the number of tennis balls in a shoebox; about half of the tennis balls are removed from the box and counted. With this additional information, an adjustment of the original estimate is made.

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1-36 January 31, 2004 N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to

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whole number quantities from 0 through 1,000 (2.4.K1a) ($). The student... 1. adjusts original whole number estimate of a real-world problem using numbers from 0 through 1,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a pint container and told the number of marbles it has in it, the student would estimate the number of marbles in a quart container. 2. estimates to check whether or not the result of a real-world problem using whole numbers from 0 through

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2-64 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for

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approximate answer (2.4.K1a), e.g., when asked how many students are in a classroom, an exact answer could be 24. Whereas, an approximate answer could be 20 since 24 could be rounded down to the nearest ten (underestimated) or rounded up to 30 (overestimated). The student… 1. adjusts original whole number estimate of a real-world problem using numbers from 0 through 1,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., if given a pint container and told the number of marbles

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3-93 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

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from an appropriate range of estimation strategies and determines if the estimate is an overestimate or underestimate, (2.4.K1a). The student… 1. adjusts original whole number estimates of a real-world problem using numbers from 0 through 10,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., if given a small jar and told the number of pieces of candy it has in it, the student would adjust his/her original estimate of the number of pieces of candy in a larger jar. 2

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4-127 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life

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answer (2.4.K1a-c). 4. explains the appropriateness of an estimation strategy used and whether the estimate is greater than (overestimate) or less than (underestimate) the exact answer (2.4.K1a). The student: 1. adjusts original estimate using whole numbers from 0 through 100,000 of a real-world problem based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a large container of marbles, estimate the quantity of marbles. Then, using a smaller container filled with marbles

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5-158 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

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number estimate of a real-world problem based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a large container of marbles, estimate the quantity of marbles. Then, using a smaller container filled with marbles, count the number of marbles in the smaller container and adjust your original estimate. 2. ▲ N estimates to check whether or not the result of a real-world problem using rational numbers is reasonable and makes predictions based on the information (2.4.A1a) ($), e.g., a

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6-193 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

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algebraic expressions is reasonable and makes predictions based on the information (2.4.A1a), e.g., a goat is staked out in a pasture with a rope that is 7 feet long. The goat needs 200 square feet of grass to graze. Does the goat have enough pasture? If not, how long should the rope be? 3. determines a reasonable range for the estimation of a quantity given a real-world problem and explains the reasonableness of the range (2.4.A1a), e.g., how long will it take your teacher to walk two miles? The range

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7-228 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is

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8-269 January 31, 2004 ▲ – Assessed Indicator on the Objective Assessment ■ – Assessed Indicator on the Optional Constructed Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer

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cover a box with dimensions of 3 feet by 4 feet by 5 feet? 2. estimates to check whether or not measurements or calculations for length, weight, volume, temperature, time, perimeter, area, and surface area in real world problems are reasonable and adjusts original measurement or estimation based on additional information (a frame of reference) (2.4.A1a) ($), e.g., to check your calculation in finding the area of the floor in the kitchen; you count how many foot-square tiles there are on the floor. 3

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9/10-301 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Number and Computation – The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 3: Estimation – The student uses computational estimation with real numbers in a variety of

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9/10-302 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations

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9/10-309 January 31, 2004 ▲ – Assessed Indicator ■ – Assessed Indicator on the Optional Response Assessment N – Noncalculator ($) – Financial Literacy THESE STANDARDS ARE ALIGNED ONLY TO THE ASSESSMENTS THAT WILL BEGIN DURING THE 2005-06 SCHOOL YEAR. Standard 2: Algebra NINTH AND TENTH GRADES Algebra – The student uses algebraic concepts and procedures in a variety of situations. Benchmark 2: Variables, Equations, and Inequalities – The student uses variables, symbols

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Standard 1 - Number and Computation: The student uses numerical and computational concept...

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Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. Estimation serves as an important companion to computation. It provides a tool for judging the reasonableness of

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0 through 1,000 and monetary amounts through $50 using various computational methods including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.Ka-b,d) ($). 2. uses various estimation strategies to estimate whole number quantities from 0 through 1,000 (2.4.K1a) ($). The student... 1. adjusts original whole number estimate of a real-world problem using numbers from 0 through 1,000 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., given a

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Teacher Notes: Estimate, as a verb, means to make an educated guess based on information in a problem or to give an answer close to the exact number. Estimation is used when an exact answer is not needed, as in many real-life situations for which “ballpark” computations are acceptable. Good number sense enables one to estimate a quantity, estimate a measure, or estimate an answer. Estimation serves as an important companion to computation. It provides a tool for judging the reasonableness of

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2 Topics in Discrete Mathematics Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Key: MA.1.TDM.1 = Matrices. Standard 1. Topics in Discrete Mathematics. 1 st Student Learning Expectation Strand: Matrices Standard 1: Students will use matrices to analyze data to solve real-world problems. MA.1.TDM.1 Collect and interpret data in a matrix and perform operations to solve real-world problems, with and without technology MA.1.TDM.2 Solve real

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2 Topics in Discrete Mathematics Mathematics Curriculum Framework Revised 2004 Amended 2008 Arkansas Department of Education Key: MA.1.TDM.1 = Matrices. Standard 1. Topics in Discrete Mathematics. 1 st Student Learning Expectation Strand: Matrices Standard 1: Students will use matrices to analyze data to solve real-world problems. MA.1.TDM.1 Collect and interpret data in a matrix and perform operations to solve real-world problems, with and without technology MA.1.TDM.2 Solve real

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Standard 1 - Number and Computation: The student uses numerical and computational concept...

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including mental math, paper and pencil, concrete objects, and appropriate technology (2.4.K1a) ($). 2. estimates to check whether or not results of whole number quantities from 0 through 100 are reasonable (2.4.K1a) ($). The student... 1. adjusts original whole number estimate of a real-world problem using whole numbers from 0 through 50 based on additional information (a frame of reference) (2.4.A1a) ($), e.g., an estimate is made about the number of tennis balls in a shoebox; about half of the tennis

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