Teaching pack: Estimation and Rounding (Year 4) -- a week of maths lessons

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Teaching pack · Year 4 Numberseegongsik /au

Estimation and Rounding: a week of ready-to-teach maths

Five days of lessons for Year 4 Number. Print this pack and the week is prepared.

AC9M4N07

choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions

Start here: five minutes to Monday

Skim the week at a glance.
Print the five days (plan + worksheet each).
Cut out the card sheet once.
Open the free interactive unit on your board.
Teach from the plan.

On the board

On-screen pictures: “Rounding to estimate”, “Estimate first”, “Is it reasonable?”, “Up or down”, “Checking the change”.

seegongsik.com/au/y4/number/AC9M4N07

Aligned to Australian Curriculum V9 (AC9M4N07). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.

The week at a glance5 lessons

The week at a glance

One lesson a day. Run them in order where you can.

Day	Lesson	Children learn and do	On screen
1	Rounding to estimate	Practise the idea with talk, board and worksheet	Board: Rounding to estimate
2	Estimate first	Practise the idea with talk, board and worksheet	Board: Estimate first
3	Is it reasonable?	Practise the idea with talk, board and worksheet	Board: Is it reasonable?
4	Up or down	Practise the idea with talk, board and worksheet	Board: Up or down
5	Checking the change	Practise the idea with talk, board and worksheet	Board: Checking the change

Materials

This pack printed.
Pencils and the board or projector.
Optional counters or rulers if a day plan names them.

A note home

This week in maths we work on estimation and rounding. Ask: What did you practise today?

seegongsik.com/au/y4/number/AC9M4N07/pack

Day 1 · Teacher planDay 1 of 5

Rounding to estimate

Children practise “Rounding to estimate” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain rounding to estimate in Year 4 words,
use the board picture to check thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Rounding to estimate”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Rounding to estimate”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Rounding to estimate” on screen for the main block.

seegongsik.com/au/y4/number/AC9M4N07

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about rounding to estimate.

Day 1 · Worksheet

Rounding to estimate

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 2 · Teacher planDay 2 of 5

Estimate first

Children practise “Estimate first” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain estimate first in Year 4 words,
use the board picture to check thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Estimate first”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Estimate first”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Estimate first” on screen for the main block.

seegongsik.com/au/y4/number/AC9M4N07

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about estimate first.

Day 2 · Worksheet

Estimate first

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 3 · Teacher planDay 3 of 5

Is it reasonable?

Children practise “Is it reasonable?” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain is it reasonable? in Year 4 words,
use the board picture to check thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Is it reasonable?”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Is it reasonable?”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Is it reasonable?” on screen for the main block.

seegongsik.com/au/y4/number/AC9M4N07

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about is it reasonable?.

Day 3 · Worksheet

Is it reasonable?

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 4 · Teacher planDay 4 of 5

Up or down

Children practise “Up or down” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain up or down in Year 4 words,
use the board picture to check thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Up or down”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Up or down”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Up or down” on screen for the main block.

seegongsik.com/au/y4/number/AC9M4N07

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about up or down.

Day 4 · Worksheet

Up or down

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Day 5 · Teacher planDay 5 of 5

Checking the change

Children practise “Checking the change” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain checking the change in Year 4 words,
use the board picture to check thinking,
record an example on paper.

Success criteria

I can show one example of today’s idea.
I can say the idea in a short sentence.

You need

interactive unit open on “Checking the change”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Checking the change”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Checking the change” on screen for the main block.

seegongsik.com/au/y4/number/AC9M4N07

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about checking the change.

Day 5 · Worksheet

Checking the change

NameClassDate

Use the board picture. Show your thinking.

1. Draw or write one example from the board.

2. What is the main idea in your words?

3. Make a second example of your own.

I know I am right because

I can teach this idea to a partner:Yes □ No □

Cut-out cardsReuse all week

Talk cards for Estimation and Rounding

Cut out. Hold up a card and give an example.

Rounding to estimate

Give an example.

Estimate first

Give an example.

Is it reasonable?

Give an example.

Up or down

Give an example.

Checking the change

Give an example.

Store in an envelope labelled AC9M4N07.

Mini-check · End of week

Show what you know: Estimation and Rounding

NameClassDate

Work on your own. Use pictures or numbers.

1. Draw or write the big idea of this week.

2. Give one clear example.

3. Give a second different example.

4. What mistake should we watch for?

I can explain this idea to a partner:Yes □ No □

Mini-check · AnswersTeacher

Answers and look-fors

Item 1 names the unit idea (estimation and rounding) in child words.
Items 2-3: two different correct examples.
Item 4: a real muddle for this topic.

Use day-plan look-fors across the week.