Lesson 4

Estimate Length

Est. Class Sessions: 1–2

Summarizing the Lesson

While students were estimating and measuring the lengths of the animals, you identified a few students with interesting or unique strategies. Ask the identified students to share their estimation strategy with the rest of the class.

As each student finishes, ask:

X
  • Who would like to describe [student name]'s strategy?
  • Is that strategy different from those on our Estimation Strategies chart?
  • Should we add it to the chart?

Refer students to the adding machine tape displayed on the board that represents the length of a zebra.

Ask:

X
  • Which of these estimation strategies did you use?
  • Do you think that estimation strategy worked for you?
  • What other strategy might you use?

Turn to the mouse lemur page in the book Actual Size, unfold the adding machine tape you prepared, and attach it to the board.

Ask:

X
  • What unit would you use to measure the length of the mouse lemur? (Possible response: I'd use centimeters or inches because the mouse lemur is small.)
  • What estimation strategy might you use? (Possible response: I would use the benchmark of 1 inch. 12 inches is too big and 6 inches is too big. 3 inches is close, so I think the mouse lemur is about 3 inches.)

Use the previous discussions to refine the Estimation Strategies chart.

Adventure Book:
Student Activity Book:
Master: EH1 EH2
Answers
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