Planning GuideGrade 5
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Estimation Strategies

Strand: Number
Outcome: 2

Step 5: Follow-up on Assessment

Guiding Questions

  • What conclusions can be made from assessment information?
  • How effective have instructional approaches been?
  • What are the next steps in instruction?

A. Addressing Gaps in Learning

Students who have difficulty solving problems using estimation will enjoy more success if one-on-one time is provided in which there is open communication to diagnose where the learning difficulties lie.  Assessment by observing a student solving problems will provide valuable data to guide further instruction.  Success in problem solving depends on a positive climate in which the students are confident in taking risks.  By building on the understanding that each student already has and accommodating the individual learning styles, success will follow. 

If the difficulty lies in understanding the problem, use the following strategies:

  • Provide problems that relate to the student's interest; use the student's name in the problem.
  • Use smaller numbers in the problem initially.
  • Have the student paraphrase the problem.
  • Provide base-ten materials for the students to represent the problem as needed.
  • Guide the student in determining what the numbers represent – a part or a whole.
  • Guide the student in determining what the unknown in the problem represents – a part or a whole.
  • Have the student decide which operation should be used and why.
  • Ask guiding questions to show the connections between addition and subtraction and also between multiplication and division.
  • Provide a graphic organizer such as the K–N–W–S chart.

If the difficulty lies in computational estimating, use the following strategies:

  • Use the base-ten materials to focus on the place values of the numbers and the relationship among the place values.
  • Use smaller numbers initially and connect them to larger numbers; e.g., connect 30 to 300 to 3000.
  • Convince the student of the need for estimating by citing many real-world examples of where estimating is needed.
  • Review number facts and place value.
  • Emphasize flexibility in estimating, capitalizing on the student's methods and fine tuning them for correctness and efficiency.
  • Take small steps, using the front-end or compatible numbers strategy without compensation first and then adding the compensation when the student sees the need for it in providing a better estimate.

Other strategies for estimating products and quotients are available on pages 250–253 of the Diagnostic Mathematics Program, Division II, Operations.

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning. These activities should support students in developing a deeper understanding of the concept and should not progress to the outcomes in subsequent grades.

Strategies for Reinforcing and Extending Learning  Word