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Lesson Title

Froot Loop Estimation

Date Time

February 7, 2014 45 Minutes

Subject & Unit Grade 2 Math

Specific Learning Outcomes N6. Estimate quantities to 100, using referents Instructional Objectives Students will estimate how many Froot Loops will fit into their hand. Students will reflect on their estimation to determine how close their estimation was. Make copies of Materials Froot Loop Estimation worksheet Gather materials Pour white glue into small Styrofoam cups. Froot Loops White glue and popsicle sticks Styrofoam cups variety of colourful paper pencils Froot Loop Estimation work sheet variety of materials for introduction (ex. Bingo chips, shapes, pom poms, etc.)


Procedure Method 1. Gather students to carpet and introduce concept of estimation to the class: Grab a handful of Bingo chips (or other small material) and show to class. Ask for volunteers to guess how many chips you are holding. Once a few students have guessed, ask them to explain how they made that guess. Then, count the materials as a class and see who was close. Discuss the concept that it is okay to be wrong, because nobody knows exactly how many are there until we count them. Repeat the above step one more time using a smaller amount of chips. Discuss how you know that it must be a smaller number. Ask students who knows what the math word is called for the process we are doing. Relate it back to making predictions when we are reading a book. Use a different size of material (ex. bigger pom poms) to repeate the estimation process one more time. Discuss how the size of the object can make a big difference! Review what a good estimation is: a Smart guess. Is it reasonable to guess 1000 pom pons that can fit into my hand? Time 5 min.

2. Introduce activity: Explain that each student will get an estimation sheet. They will have to 5 min. estimate how many Froot Loops will fit into their hand. Show where they will record their estimation. Next, students will glue their estimation sheet on the bottom of a colourful piece of paperStress that it MUST be at the bottom so they can fit their hand above their recording sheet. Show example. Students will then use a pencil to trace their hand. Demonstrate how to do this on the white board. Once they have their estimation sheet glued on and their hand traced, they may come grab a handful of Froot Loops, a cup of white glue, and a popsicle stick (for spreading the glue). Demonstrate how they will use the glue to glue Froot Loops into their traced hand. 3. Give students time to complete activity. 4. When students have finished gluing their Froot Loops to their hand, they can count the number of Froot Loops used and record the correct number on their recording sheet. Next, they will reflect on their estimation: Was it a good estimation? Why or why not? (explain that it is okay if they were off by a lot, as long as they thought about the number and didnt randomly write number down. Was it a smart guess?) 5. Conclusion and wrap up: After all students have finished and their desks are tidied, have them return to the carpet. Use popsicle sticks with students names on them to randomly ask students to share their estimation: How close was it? Was it a Smart guess? Why? Randomly call on students to explain what estimation is? How is it different then a guess? Sponge Activity(s) 20 min. 10 min.

5 min.

If students finish early, they can find a partner and compare their Froot Loops hands: Whose had more Froot Loops? How close was each of their estimations? Etc. If they still need more time while others finish up, students can complete a Brain Bubble.

Assessments Formative Summative Observations Froot Loop Estimation sheet N/A (Introduction to estimation lesson)