Planning GuideGrade 5
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Estimation Strategies

Strand: Number
Outcome: 2

Step 2: Determine Evidence of Student Learning

Guiding Questions

  • What evidence will I look for to know that learning has occurred?
  • What should students demonstrate to show their understanding of the mathematical concepts, skills and Big Ideas?

Using Achievement Indicators

As you begin planning lessons and learning activities, keep in mind ongoing ways to monitor and assess student learning. One starting point for this planning is to consider the achievement indicators listed in the Mathematics Kindergarten to Grade 9 Program of Studies with Achievement Indicators. You may also generate your own indicators and use them to guide your observation of the students.

The following indicators may be used to determine whether or not students have met this specific outcome. Can students:

  • provide a context for when estimation is used to:
    • make predictions
    • check the reasonableness of an answer
    • determine approximate answers?
  • describe contexts in which overestimating is important?
  • determine the approximate solution to a given problem not requiring an exact answer?
  • estimate a sum or product using compatible numbers?
  • estimate a quotient using compatible numbers?
  • estimate the solution to a given problem using compensation, and explain the reason for compensation?
  • select and use an estimation strategy for a given problem?
  • apply the front-end strategy to estimate:
    • sums; e.g., 253 + 615 is more than 200 + 600 = 800
    • differences; e.g., 974 – 250 is close to 900 – 200 = 700
    • products; e.g., the product of 23 × 24 is greater than 20 × 20 = 400 and less than 25 × 25 = 625
    • quotients; e.g., the quotient of 831 ÷ 4 is greater than 800 ÷ 4 = 200?

Sample behaviours to look for related to these indicators are suggested for some of the activities found in Step 3, Section C, Choosing Learning Activities.