N-I.1.2 - Estimates, then counts the number of objects in a set (0-100), comparing the estimate with the actual number.
Assessment:
Review math journal for estimate concepts. Make anecdotal reports of students with low responses (i.e. - estimates widely incorrect, cannot determine differences between estimates and actual totals, difficulties explaining amounts greater or less than, etc.)
Connection to Last Lesson:
Lesson begins with activity exactly the same as in Oceanographer Fish Count (Leanne Randall). Students will also have been exposed to the Ocean theme.
Activating Strategies:
At Math center (where estimation jars can be displayed) fill a small fishbowl with Goldfish crackers. Have students recall last estimate lesson and allow them to estimate the total number of crackers in this jar. Students will record their estimate.
Acquiring Strategies (How will students acquire new information or processes?):
1. Model a new method of estimating using organizers. Demonstrate the procedure yourself for the entire class using manipulatives found in class and an organizer such as foam cups, film case, etc.
2. Empty jar of manipulatives, fill organizer, count organizer and dump organizer into counting jar. Do first estimate. Count remaining items, revising estimate midway through counting. Record final total.
Applying Strategies (How will students apply, consolidate, or extend the information process?):
1. Prepare class to repeat procedure together but with Goldfish bowl. Have students use math journals to record their estimates. Title page "How Many Goldfish" .
2. In front of class empty jar and use organizer (preferably something that looks like a net). Count the contents of organizer aloud and put back in jar. Have student write their estimate in journal. Continue procedure outlined above with students recording their own estimates.
3. After task is completed ask for a show of hands to see who thought this method was better than just looking and who did not think it was helpful.
4. Have students refer back to their original estimate made before this lesson. Ask students to write down which estimate was closer to the actual total and explain how they knew which one was closer.
5. Hand out small pieces of paper. Place one Goldfish on the corner of each square. Have students estimate how many crackers will it take to cover the square (1 layer) and write the number on the tops of their paper. Hand each student a little more than enough crackers to cover their square. Question if anyone estimated the correct number and check. Allow students to eat the crackers on their square.
Learning Resources:
Goldfish crackers (Enough for your fish bowl and final activity.)
Fish bowl.
Organizer (ex. - small fish net, cup with net drawn on it).
Math journals.
7cm X 7cm paper squares.
Different Ways of Learning (What are the areas of engagement in this lesson e.g., learning styles, thinking styles, multiple intelligences?):
Demonstration and student activities play to Spatial learners.
Explanations written in math journals for Linguistic learners.
Interpersonal learners participate in a group learning process.
Intrapersonal learners working in their own math journals.
Additional Notes:
Do not use the crackers from the estimate bowl as edibles.
Source:
Suggestions for Instructions and Assessment (p. E-40 Kindergarten to Grade 4 Mathematics: A Foundation for Implementation) and demonstration by Sandy Margetts.