MA.4.A.6.6Archived Standard

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Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer.

Remarks

An example in which an estimate is more appropriate than an exact answer is in estimating the amount of food needed for a party. You know the number of people you invited, but still you need to estimate the amount of food and drink to buy.

 

General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 4
Body of Knowledge: Algebra
Idea: Level 3: Strategic Thinking & Complex Reasoning
Supporting Idea: Number and Operations - Number and Operations
Date Adopted or Revised: 09/07
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC item(s)

  • Clarification :
    Students will use appropriate estimation strategies to determine reasonable estimates.

    Students will determine whether an exact number or an estimate is more appropriate for a given real-world situation.
  • Content Limits :
    Items may include finding numbers or ranges of numbers that are most appropriate or reasonable. 

    Items will not include measurement estimates. Items may include visual estimates. 

    Items may include numbers up to and including the hundred millions place. 

    Items may include fractions or decimals that estimate to a whole number. 

    Items should not require exact calculations. 

    Items will not require the estimation strategy to be named. 

    Front-end estimation will not be an acceptable estimation strategy. 

    Items will not assess rounding of numbers without estimating.

  • Stimulus Attributes :
    Items will be set in a real-world context.
  • Response Attributes :
    Responses may be exact numbers, ranges of numbers, estimates, or situations.
Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: The table below shows the land area, in square miles, of four states in the southeast.

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    Which is the best estimate of a range of numbers for the total land area, in square miles, of the four states listed in the table?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Celebrity Floor Plan Frenzy:

Students will help an architect find the area of each room in a celebrity home and then determine the best location to build the home based on qualitative data about the locations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

STEM Lessons - Model Eliciting Activity

Celebrity Floor Plan Frenzy:

Students will help an architect find the area of each room in a celebrity home and then determine the best location to build the home based on qualitative data about the locations.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.