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# FREE Estimation Game Recording Sheet Esti-Mysteries & Mystery Number Google Apps

Math Viking
2k Followers
1st - 5th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
5 pages
Math Viking
2k Followers
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
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### Description

FREEBIE! Obsessed with Esti-Mysteries?? Love Estimation Clipboard? NO?!? If you have not been using Steve Wyborney's math reasoning resources in your elementary classroom, please do not wait another day! I use and recommend his math blog and resources daily.

*I did get permission to use his name for this companion resource.

These recording sheets were designed as graphic organizers for Esti-Mysteries and Estimation Clipboard. Turn your estimation clipboard reasoning activity into a GAME.. and incorporate some addition and subtraction into the routine with Estimation Bullseye.

Use the 120 CHART Graphic Organizer to keep track of numbers that are no longer valid options with each clue provided. (60 Chart also provided for first grade scaffolding)

INCLUDES:

• 3 Free graphic organizers/recording sheets
• 1 gameified recording sheet for Estimation Clipboard Site (or use your your own 4 estimations) where students determine the difference between their estimates and actual amounts and then add them up for a score. (Lowest score wins)

Please PREVIEW MORE Math Warm Ups in this Counting Circle & Fluency Routine Calendar and the reasoning based Number of the Day Templates! Available in many grade levels!

Please check out my store for products designed to develop deeper understanding! Follow me for notifications about awesome new products, offered at 50% OFF for the first 48 hours!

Thank you for exploring math with me! For incredible FREE GOOGLE APPS teaching resources, please visit my blog at www.TheMathViking.Com

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From Number Composition to Unitizing:

Flexible Place Value Fun:

To emphasize PROBLEM SOLVING with actual thinking: Go Numberless!:

For ROUNDING with REASONING, check out:

For MATH OLYMPICS check out:

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School Days Watercolor Slides

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Bitmoji Daily Agenda Slides

Fall/Winter Daily Agenda Slides

Daily Agenda Slides BuNdLe!

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### Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Ã 8 equals the well remembered 7 Ã 5 + 7 Ã 3, in preparation for learning about the distributive property. In the expression ð¥Â² + 9ð¥ + 14, older students can see the 14 as 2 Ã 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 â 3(ð¥ â ð¦)Â² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers ð¥ and ð¦.