If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

5-N-1-1

Page history last edited by Tashe Harris 6 years, 2 months ago

5.N.1.1 Estimate solutions to division problems in order to assess the reasonableness of results.

In a Nutshell

Students will use estimation to divide a problem. They will need to be familiar with different estimation strategies (i.e. rounding, compatible numbers, front end, and compensation). These division problems will be used in real-world situations.

Student Actions	Teacher Actions
Develop Strategies for Problem Solving as students reason and discuss which strategies are more efficient in certain situations. Ex. Compatible numbers, rounding, and compensation. Develop Mathematical Reasoning by explaining which estimated quotients were chosen and why. Develop Accurate and Appropriate Procedural Fluency by performing mental calculations, e.g. use compatible numbers when performing quotient estimates. Develop the Ability to Communicate Mathematically by sharing solutions, asking questions, and sharing insights/understandings of meaning of division.	Facilitate meaningful mathematical discourse by asking students to compare and contrast student solution strategies. Ex. Compatible numbers, rounding, or compensation Use and connect mathematical representations by highlighting inverse relationships between operations to check solutions. Pose purposeful questions that urge students to evaluate the reasonableness of their results. Establish mathematics goals that focus learning on different strategies to estimate quotients.
Key Understandings	Misconceptions
Estimate whole numbers. Use knowledge of basic facts to help estimate division, ie. compatible numbers. Assess if the result is reasonable. Break whole numbers down into equal parts without remainders.	Have overspecialized knowledge of multiplication or division facts and restricted it to “fact tests” or one particular problem format. Think that division is commutative, for example 5 ÷ 3 = 3 ÷ 5. Think rounding is the only way to estimate Estimate the answer instead of the problem.