My school finished its ninth day of school yesterday. It’s been a journey as students are understanding class routines better. At this point in the year, students and teachers are starting to become more solid in their processes. Many of my students arrive to class at different times. Some students are at an elective or leave class a bit earlier/later than the rest of their peers. Regardless of the arrival time, when students enter the room they follow a flow chart. Students have their own folder and materials inside that are ready to go. I usually have some type of visual brainteaser for the week and a grade specific Scholastic math magazine. In the past I’ve used different types of math warm-up activities to start class.
This year I adapted my warm-up strategy. I wanted to individualize the type of responses within that warm-up time slot. After researching a few different tools, I decided to try Andrew Stadel’s Estimation180 this year. I think of Estimation180 as an opportunity for students to develop a stronger sense of numbers and practice estimation skills in the process. Initially, I thought that the site would be great for middle or high school students. I then found the below sheet and site that seemed helpful. This is one way in which student can document their thinking. The template also includes lessons that could link to Fawn’s Visual Patterns site.
This template inspired me to adapt the sheet to fit an elementary classroom. I changed the template a bit to work with a third grade math class. A few colleagues and I will be using this sheet early next week.
So now, students enter the classroom, pick up their folder and begin to work on their daily estimation challenge warm-up sheet. The estimation is displayed on the whiteboard. Students pick a high, low and exact estimate. I ask the students to prepare to tell me about the reasoning that they used to come to the concluding estimate. The class then completes the online portion of the site and submits a response. We then look at other responses and reasoning.
After a brief discussion the result is revealed. Students write in the correct numbers and find the + / – . The entire activity takes about 5 – 10 minutes.
I’m planning on using Estimation180 a few days a week and incorporate Visual Patterns for the rest of the days. The template also includes a few different reflection pieces. I feel like these activities provide students opportunities to produce a product and reflect on the results. At some point I’d like to add a journaling component to encourage more reflection and possible goal setting.