Estimation

CONTENTS OF CURRICULUM UNIT 08.05.02

  1. Unit Guide
  1. Introduction
  2. Overview
  3. Rationale
  4. Background
  5. Strategies
  6. Activities
  7. Appendix A: Singapore Math as a Model for this Unit
  8. Appendix B: Extended Scope and Sequence
  9. Appendix C: Implementing District Standards
  10. Resources
  11. Notes

Take Your Best Guess: Exploring 1, 10 and 100

Sarah Hall Kiesler

Published September 2008

Tools for this Unit:

Appendix C: Implementing District Standards

The Virginia Mathematics Standards of Learning for second grade that support this unit are as follows:

  1. 2.12 The student will estimate and then use a ruler to make linear measurements to the nearest centimeter and inch, including measuring the distance around a polygon in order to determine perimeter. 14
  2. The unit offers activities specifically designed to teach this standard. You could easily extend upon the activities included in this unit to teach 2.13-2.17.

The NCTM standards that support this unit are as follows:

In prekindergarten through grade 2 all students should -

Understand measurable attributes of objects and the units, systems, and processes of measurement and should -

  • Recognize the attributes of length, volume, weight, area, and time;
  • Compare and order objects according to these attributes;

Apply appropriate techniques, tools, and formulas to determine measurements and should

  • Use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meter stick
  • Develop common referents for measures to make comparisons and estimates 15

This unit focuses on length, but could easily be expanded to include area and volume. One of the activities included involves the students lining up objects to compare objects based on length. It also involves an activity designed to use base-10 rods to measure things longer than 10 centimeters.

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