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Jordan Peshke 2nd at Lawton Ballpark Estimates 2/13/12, 1:15pm 40 mins

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Overview and Context This is a review lesson of the mathematical concept of ballpark estimates. Students will observe and learn a new visual to help in understanding the concept. Then students will get time to work together with the visual. Lastly, the students will complete the math pages on ballpark estimates. This lesson was initially taught in November but is reviewed during this unit. Students have been working on adding three integers and then will work on different subtraction methods. Everyday Math, lesson 6.4 Attending to the Learners In my classroom math is taught to either a large group of students made up of students from my room and the second grade room next door or a small group of struggling learners from the two classes. My mentor teacher and I were working with the small group when this lesson was initially taught. It was clear that the students were not completely comfortable with the concept. Each student needed a fair amount of support to complete the task of estimating. When teaching this lesson a second time I am adding a visual to help the students see how estimating works. I think this will help the many different kinds of learners in this small group. I also think the visual will grab the attention of an easily distractible group of students. Also, I will fully review what ideas we went over the first time we conducted the lesson. I want all the students to get as much information as possible. I can achieve this by revisiting all the material. Because this lesson is being taught to a small group (about 12 students) many accommodations are already made for these students who are struggling with the material or need more attention from the teacher. These accommodations are helpful to many of students including J and C. However, when thinking about J and C for this lesson I know they will need more individualized support than the other students in addition to the other accommodations. Knowing this I will make accommodations for these boys. They both could benefit from a tool like a number grid that they can hold in addition to the visual that all the students will use. Once the mini-lesson is over the students will break into small groups to work in. During this time I must be purposeful in the way I create these groups. This will help in giving J and C the attention they need. Learning Goals Connection to Standards 18. Makes and explains ballpark estimates of exact answer to addition and subtraction problems. (From AAPS 2nd grade report card) N.FL.02.11 Estimate the sum of two numbers with three digits. (GLCES) * This group of struggling students is working towards this GLCE.

Anticipating student ideas:

Making the content accessible to all students:

Learning Goals Students will be able to make ballpark estimates by rounding up or down to more friendly numbers. Students will be able to make ballpark estimates when completing one and two digit addition problems.

Connection to Activities Students will make and explain their ballpark estimations during the top of the hill visual discussion. Students will work on the math pages with addition problems. They have to make ballpark estimates, write a number model of the estimation and then solve the actually problem.

Type of Assessment Top of the hill visual discussion Math journal pages

Assessments Learning-Goals Connection During the discussion students will have to make and explain their ballpark estimations. This informal assessment will inform me about the students initial understanding. While students are working on the math journal pages I will walk around to monitor their thinking. With this small group there is usually many adults that are able to help and support students. After the students have completed the pages I will check their solutions.

Materials:

Instructional Sequence Everyday Math journals for all students, pages 132 and 142 Top of the hill worksheet Marble or a bouncy ball Notes and Reminders (including management considerations) By having the students sit on the floor I can see and reach all the children.

Time

Steps Describing What the Teacher and Students Will Do Opening discussion I will have all the students on the rug close to the board and me. Today we are going to do some addition problems. First, lets do 26+ 8. We could just add the numbers together but we could also make a ballpark estimate to help us. Remember when we first talked about ballpark estimates? Mrs. Baily explained when a baseball player hits a ball far but not far enough to go out the stadium it is in the ballpark. When we are making a ballpark estimate we are doing the same thing as a baseball player. When we make a ballpark estimate we change the number to a nice, easy, number to make the adding easy. And when we change the number to make it easiest we are going to keep the new number close to the original number. When you keep it close, you are keeping it in the ballpark. Top of the hill Today I am going to show you a new way to make ballpark estimates. Its called top of the hill I will draw a hill. The number at the bottom of hill is 20 on the left side and 30 on the right side. Going up the left side of the hill are the numbers 21, 22, 23 and 24. Going down the right side of the hill are the numbers 25, 26, 27, 28 and 30. The top of the hill is blank. I then have a picture of a ball. Now lets place our ball the number we want to estimate. Lets put in on 26. If I let the ball roll which way will it go? Towards the 20 or the 30? So we need to round 26 to 30. (There will be another hill for 0-10) What about the 8? Where will be 8-ball roll? Here I will ask students how I picked the 20 and 30. Once a student answers correctly I will have three or four other students repeat that answer. One of those students will be C. I want make sure that he hears and states who to figure out what two numbers a number could be rounded to. Lets write a number model for our estimation. What will I write? 30+10=40. Now that we have our ballpark estimation we know that the answer to 26+8 will be around or in the ballpark of 40. Now lets figure out 26+8=34. Was our answer in the ballpark of 40? Then we estimated correctly. Try another example (12+45)

Try a turn and talk for the second example During this turn and talk I need to make sure that J has a partner that is willing to talk and speak their mind. There are three students that could fulfill this role. After the turn and talk I will ask J (and others) to share what his partner said with the rest of the group. Turn and talks are so important for J because he is held accountable for listening to his partner.

We can use the top of the hill for both 1 and 2 digit numbers. It can help us remember what way we estimate our numbers to make our addition problems easier. The next problem I would like you to work on is 63+ 9. Can you turn to the partner and find the estimate and the actual answer. Then we will come together to share your findings. Now students will work on the math journal page 132 with the assistance of the top of the hill page. This way the students can finish the math pages and have a turn using the top of the hill visual. During this time I will give both J and C number grids to help them complete the page. I think that it will provide the extra support they need. This accommodation really helped both students. I didnt want C and J to miss the bigger concept of making estimation because they couldnt figure out in their head what number to round. Next time, instead of just giving them the grids I could ask them what tools they think would be helpful for this task. We will be working from page 132. (Write page number on the board) You will be completing the problems on this page the same way we just completed the other addition problems. You will take the first number, set up your hill, place the number on the hill and round the number to estimate. Then do this with the second number. Next, you will write the number model for the estimation. And lastly you will complete the actually problem you are given.

Break students into group according to the number of adults in the room. I want the groups to be as small as possible.

Ensure that C is in my group and J is with his TA. I would like to watch and help C during this assignment. Also, I know that J works best with his TA.

During this time I will be working with a group or monitoring all the small groups for understanding or questions. While students are working on the math pages with an adult near them I will ask the adult to put a check mark next to the problems that they need to give the students support on. Then for the last problem I will ask the adult to give no help so I can assess what C and J understand. From working with these students I know that they will need support and reassurance from an adult. I want them to have that as well as time to show what they can do independently.

I will ask the students to come down to the rug to conclude the lesson. How did the top of the hill work? Did it help you? So when you are facing an addition problem you can use ballpark estimation to help you guide your answer.