UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Allison Simons PSMT Name: Ms. Geiger

Lesson Plan Estimation Strategies Lesson Plan Topic: Estimating
Title:
Date: 10/11/2017 Estimated Time: 70 minutes
Grade Level: Third School Site: Goolsby

1. State Standard(s):
● 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or
100.
● 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based
on place value, properties of operations, and/or the relationship between addition and
subtraction.
2. Teaching Model(s):
● Direct instruction: TW demonstrate math strategies and answer questions.
● Student Centered: TW facilitate student participation in group work and student centered
discussion.

3. Objective(s):
● SWBAT estimate reasonable answers to word story problems.
● SWBAT add and subtract within 1000 using estimation strategies based on place values.

4. Materials and Technology Resources:

Student whiteboards (26)
Whiteboard markers (26)
Rosa’s Estimation Strategies worksheet (26 copies)
Math Masters Worksheets pages 80-81 (26 copies of each)
Solving Problems with Estimation worksheet (26 copies)
Rounding Color by Number worksheet (26 copies)

5. Instructional Procedures:
a. Motivation/Engagement: 20 minutes

● TW state objective: Today we are going to use our knowledge of how to

estimate to solve math problems. We have worked with estimating in the
 past on number grids. Now we are going to expand our knowledge of how
to estimate and when to do so.
● TW ask, “Does everyone remember what an estimate is? Place your hand
on your heart if you know what an estimate is. If you do not remember
what an estimate is, remember we have many resources throughout the
classroom that we can use, such as our word wall.
● TW call on a student to read the definition of estimate from the word
wall.” (Lemov- Cold Call)
● TW say, “Let's warm up our academic brains by estimating the closest
multiple of 10. I am going to ask you which multiple of ten a number is
closest to and I want you to answer. If you don’t remember what the
definition of a multiple is you can refresh your memory by checking our
word wall. For example, I will ask, “Is 18 closer to 10 or 20?”
● TW allow students to answer.
● TW then ask the student why they chose that answer and further explain
whether their answer is correct or if they need to revise their thinking by
using a number line.
● TW ask the following:
○ Is 21 closer to 20 or 30?
○ Is 188 closer to 180 or 190?
○ Is 105 closer to 100 or 110?
○ Is 2,777 closer to 2,770 or 2,780?
○ Is 2,850 closer to 2,800 or 2,900?
b .Developmental Activities or Learning Experiences:
Focus Activity 1 10 minutes
○ TW say, “We can use this same knowledge that we used to find the nearest
multiple to help us estimate answers when solving math problems. For example,
Let’s look at this math problem.”
○ TW write “21+47=?” on the board
○ I know that the closest multiple of 10 that 21 is near to is 20.
○ TW write 20 beneath 21.
○ I also know that 50 is the closest multiple of 10 that 47 is near.
○ TW write 50 underneath 47.
○ TW ask, “20+50=____? What is the answer? (Wait time- Lemov)
○ Upon hearing the write answer the teacher will write 70 in the correct place of the
equation. If the question is not answered correctly, the teacher will explain how to
get the write answer.
○ Because we know that 20+50=70 and that 20 is the closest multiple of 10 to 21
and that 50 is the closest multiple of 10 to 47, can we assume that the 70 is a close
estimate to the answer of 21+47? It is a reasonable estimate. Lets try a few more
more using mental math. I will write an equation on the board and I want you to
 try and find a reasonable estimate using mental math. When you believe you have
a reasonable estimate, write it on your whiteboard and hold it in front of you
where I can see. Please return to your seats and get a whiteboard and whiteboard
marker. When everyone is facing me in their seats, I will know that we are ready
to begin.
○ TW write out math problems for students to estimate and allow them to estimate
their answers.
● After a few math problems, TW call on students to explain how they came up with their
estimates and how they chose what numbers to use.
Focus Activity #2: 15 minutes
● TW ask, “When might you use an estimate?” Allow students to answer and emphasize or
revise their answers to show the importance of learning how to use estimation in mental
math, when an exact answer is not needed or in everyday life.
● TW then put Rosa’s Estimation Strategies worksheet on the projector.
● TW call on a student to read the instructions.
● TW ask, “Can anyone explain how Rosa got her answer?”
● TW call on a student to answer and explain their answer.
● TW say, “We used multiples of 10’s earlier in the day to estimate an answer. Rosa used
close but easier numbers to find her estimate. We do not always have to use multiples of
10s to estimate, sometimes there are “close-but-easier” numbers. Can anyone show
another way to estimate an answer using numbers that they think are easier to use when
estimating?
● TW call on a volunteer and allow them to explain. TW then explain that the student used
whatever method (whether multiples of fives, tens, hundreds, etc..) to estimate an answer.
If the numbers estimated answers are similar (i.e 800 vs. 810) the teacher will explain
how both answers are reasonable estimates. If not, the teacher will show the students how
to implore the “close-but-easier” strategy.
● TW then restate the student’s objective that today they will make an estimate in their
heads to check whether an answer is reasonable, and they will then show or explain their
thinking clearly enough so others can solve the problem using the same strategy.

FOCUS ACTIVITY 3 15 minutes

● TW pass out Math Masters worksheet page 80.
● TW read over the instructions with the class. TW ask students, “What did Ann need to
figure out? What do you need to figure out?” to check if they understand what their
worksheet requires of them.
● Once teacher believes that students understand that worksheet. Teacher will ask students
to put away their writing materials and to, “Pretend that you are walking home with Ann
and talking to each other. She asks you to help her figure out how much money she will
have left over after her purchases.
 ● TW then ask, “How could you help Ann?
Do you need an exact answer to decide whether the answer makes sense?
● How could you use your estimate to decide whether Ann’s answer is reasonable?”
● TW allow each question to be answered whether by volunteers or by cold calling. TW
also expand upon and emphasize students answers.
● TW then distribute Math Masters, page 81 and tell them to record their estimates for the
money that is leftover and to answer the question of whether Ann’s estimate is reasonable
by writing yes or no underneath the question. After answering those questions, TW ask
student’s to explain their mental math strategy in the thought bubble.
● TW circulate and check on students progress while they complete the worksheet
individually. (Circulate- Lemov)
c. Closure: 10 minutes
● TW ask students to meet on the carpet for discussion. TW summarize the lesson
by asking the students to answer the following questions:
○ What is an estimate?
○ When is it helpful to find an estimate rather than an exact answer?
○ What is a reasonable estimate?
■ TW call on multiple students and give each one time to answer and
explain their rationale. (Wait Time- Lemov)
d. Extension:
● Students who finish their assignment quickly will be given Rounding Color by
Number worksheet to work on independently. This worksheet asks students to
round numbers to the nearest hundred and then color in the picture according to
the code.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
TW be surveying the classroom while they work complete their work, whether as an
individual or with a partner to make sure students are on task and assist those who need extra
help.
● TW check on Giorno and Farrah’s worksheets when she is doing individual
worksheets.
○ Although Farrah is good at math, she struggles with reading, so number
stories will be difficult for her. If Farrah is struggling, TW allow Farrah to
slowly read and sound out the words and listen. TW re-read the sentence
back to Farrah after she has, but will demonstrate the problem with
concrete objects, visuals and gestures to check her comprehension.
○ Giorno has been flagged as ELL, but seems to be able to keep up with his
classmates and to comprehend what he is reading. However, Teacher
should check Giorno’s work when circulating the classroom. If there
seems to be any difficulties, teacher should assist Giorno in the same steps
listed above for Farrah.
 ● Students who have not demonstrated many math problems, but have short
attention spans: Cash, Hannah, Millie, and Lorenzo, should occasionally, but not
exclusively, be cold called on to answer questions posed by Teacher.

7. Assessment and Evaluation of Learning:

● Formative:
○ Students will be formatively assessed during whole group discussions
when they are called on or when they volunteer to answer questions.
○ Students will also be formatively assessed on whether they are able to
estimate a reasonable answer through the grading of each student’s ‘Rosa
Estimation Strategies’ worksheet and the ‘Solving Problems with
Estimation’ worksheet that is assigned as homework.
● Summative:
○ Students will be summatively assessed at the end of the unit.

8. Homework Assignment:
● Solving Problems with Estimation worksheet. Students will be asked in the
worksheet to use the close-but-easier strategy to estimate an answer for the
questions on the answer.

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: