Content Area: Math

 

Index: 4.1C Grade 6 CPI 2

 

Standard: 4.1 - Number and Numerical Operations

 

Strand: C - Estimation

 

Cumulative Progress Indicator: 2 -  The student will recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

 

Grade: 6

 

Sample Activities:

 

·        Given pairs of real-life situations, students determine which is the one in which estimation is the best approach and which is the one needing an exact answer. For example, one such pair, might be: planning how long it would take to drive from Boston to New York and submitting a bill for mileage to your boss.

 

·        Students collect data for a week on various situations when they and their families had to do some computation and describe when an exact answer was necessary (and why) and when an estimate was sufficient (and why).

 

·        When doing routine problems, the students are always reminded to consider whether their answers make sense. For instance, in the following problem, an estimate makes much more sense than an exact computation. Molly Gilbert is the owner of a small apple orchard in South Jersey. She has 19 rows of trees with 12 trees in each row. Last year the average production per tree was 761.3 apples. At that rate, what can she expect the total yield to be this year? For this problem, an exact computation is certain to be wrong and will also be a number that is very hard to remember or use in further planning.

 

·        Students look for examples of estimation language in their reading and/or in the newspapers.

 

·        Students investigate what decisions at the school are based on estimates (e.g., quantity of food for lunch, ordering of textbooks or supplies, making up class schedules, organizing bus routes) by interviewing school employees and making written and/or oral reports.