Estimation at Home
“Estimation is a vital component of quantitative reasoning, problem solving, mathematical modeling, and sense making, as well as a life skill. We estimate magnitudes, quantities, measurements, and calculations. Students need a variety of estimation strategies they can use in different situations, depending on their reason for estimating, how good of an estimate they need, or how good of an estimate they can get. Estimating is a complex, conceptual skill” (Yager, 2017).
Our day to day world provides us with endless opportunities for estimating. When we ask our children to estimate, it is important that we also ask children to talk about how they came to that estimate . . . “Why? What makes you say that? What did you consider to make your estimate? Tell me your thinking.”
You can use a variety of objects, (fruit loops, legos, pennies, q-tips, etc) from home as well as a variety of containers (bowls, ziploc bags, tupperware, etc) to help build these conversations. Connecting to prior estimation experiences will also help to develop their mathematical reasoning.
Below are some ways that you might start an estimation conversation with your child:
“About how far away do you think that is?
“About how much do you think all of this will cost?”
“What is the better deal?”
“About how many days until our trip?”
“About how many windows do you think there are on that building?” . . . “I wonder how long it would take to wash every window?”
“How many might fit?”
“How much do you think we might need?”
“About how long do you think this will take?”
“How many do you think are in this bag/container?”
“About how many gallons of water do you think are in _______?”
“How many cups of milk do you think we can get out of here (whatever container you have)? How many do you think we need for a week? Month? Year?”