Hover to see how factors connect to Estimation. Then click connected factors to explore strategies related to multiple factors.
Estimation is making a rough calculation of value, number, or quantity. Students' Estimation skills develop quite slowly in the early school years but are still an indicator of their abilities to represent and manipulate numbers, crucial skills for arithmetic proficiency.
There are four main types of Estimation:
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Continual use of foundational skills with different problems reinforces a conceptual understanding of math skills.
Daily review strengthens previous learning and can lead to fluent recall.
Dot cards build number sense and promote early math skills, particularly Spatial Skills and Non-symbolic Number knowledge.
When students explain their thinking process aloud with guidance in response to questions or prompts, they recognize the strategies they use and solidify their understanding.
Free choice supports learner interests and promotes the development of more complex social interactions.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
Math games use numbers and Spatial Skills, allowing students to practice many math skills in a fun, applied context.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Providing physical representations of numbers and math concepts helps activate mental processes.
Easy access to seeing the relationships between numbers promotes number sense as students see these connections repeatedly.
Visual representations help students understand what a number represents as well as recognize relationships between numbers.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Math games and manipulatives for vision differences support math development for learners with visual needs.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Students develop their skills by listening to and speaking with others in informal ways.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Are you sure you want to delete this Workspace?
Enter the email address of the person you want to share with. This person will be granted access to this workspace and will be able to view and edit it.
Create a new Workspace for your product or project.
Make a copy of this workspace.
Generating summary page
Item successfully added to workspace!
Issue adding item to workspace. Please refresh the page and try again.