# Estimating as Part of the Process

My fourth and fifth grade classes explored fraction models this week.  I enjoy teaching about the concept at both of these levels concurrently.   I can see the linear progression of skills associated with fractions and the different perceptions of fractions.  My fourth grade crew is finding equivalent fractions while my fifth graders are multiplying/dividing fractions.   Both groups are finding success, but I’m also seeing similar struggles.  Students are fairly consistent with being able to convert mixed numbers to fractions and combine fractions. Issues still exist in being able to estimate fraction computation problems and determining which operation to use while completing word problems

This year I’ve been focusing in on making sure students are using estimation strategies.  This is especially important when dealing with fractions and eventually decimals.  Unfortunately, I tend to find that time spent on the process (algorithm) trumps the reasonableness (estimate) from time to time.  Part of this is due to past math experiences and time management.  After the last assessment on fractions, I started to look for additional ways to incorporate estimation within my fraction unit.  I came across Open Middle last year and I’m finding their fraction resources to be a great addition.  Both, my fourth and fifth graders completed a few different Open Middle fraction problems this week.

I’m finding that students are estimating a lot more when they are involved in these types of activities.  The tasks I use from OpenMiddle emphasize the need to estimate first and calculate second.  These types of puzzles are interesting for students.  They are low-risk, but yet have a high ceiling.  I also found this to be evident with an activity that I found out of this book. I can’t say enough good things about the ideas and resources found within that resource.

Students had to find the missing numerator, denominator or variable.  In both, the Open Middle and Make it True activity, student worked in groups of 2-3.   I gave them about 10-15 minutes to collaborate.  The sheet below was adapted from the book above.

They shared ideas, estimated and came to a consensus on what the solution should be. I had the student groups write their answers on the board and the class discussed all the different solutions afterwards.  The class conversation incorporated a decent amount of review and also gave an opportunity for students to ask for clarification.  I’m looking forward to having more classes like this. The class conversation component that occurs after a collaborative effort is starting to become an even more valuable piece of my math instruction.

## Author: Matt Coaty

I've taught elementary students for the past 14 years. I enjoy reading educational research and learning from my PLN. Words on this blog are my own.