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Estimating Differences - An AskERIC Lesson Plan
Lesson Plan #:AELP-MEA0002

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Estimating Distances

An AskERIC Lesson Plan

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Submitted by: Chad Dahl

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Endorsed by: Don Descy

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Mankato State University

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May 14, 1997

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Description:

Map reading is more than just looking at maps and finding where you are on
the map. Sometimes you have to estimate a certain dist
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ance on a map in order
to know how long it will take to get from point A to point B. Estimating
distances has been with us for a long time. Students should know some methods
in estimating distances and use math as a real use.

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Grade: 2-3

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Goals:

The students will get a better understanding on how people estimate distances
and the process in estimating short distances.

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Objectives:

1. The students will be able to estimate a short distance by using the method
I demonstrate to them.

2. The students will invent another method in estimating distances.

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Background Information:

This activity is best used outside. Small groups would be better than the
whole class at once.

Start out with short distances and then with longer distances.

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Concepts:

1. Students will be able to perform algebraic problems while estimating
distances.

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Materials:

Measuring Stick Pencil Tape Measure Paper Chalk

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Procedure:

1. Ask the students what they think a certain distance is between where they
stand at and the object you point out.

2. Tell the students there is a way to estimate distances by their own pace
count.

3. Have the students stand behind a line and have them take 2 normal steps.

4. Measure the line to the heel of the student with the yard stick.

5. Then divide that number by 2 and write it down on a sheet of paper. This
will be the students'average pace count.

6. Have the students count the number of paces it takes to get to the certain
object.

7. Take that number and multiply it by the students pace count. For instance:
John's pace count is 3 feet. It took 16 paces for John to reach the certain
object. 16 paces multiplied by 3 feet = 48 feet for an estimated distance.

8. Repeat the steps with another object.

9. Ask the students why they think this would be important.

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Assessment:

1. Pick the a distance and measure before the activity begins. Have the students
estimate the distance and check it with your answer.

2. Have the students invent another method in estimating distances.
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