Discussing Strategies Extension

• ## 4.6.2a Discussing Strategies Extension

Students estimate the number of cranberries rather than the number of scoops.

### Activity

----- Transcript Begins ------
Students: Too little
Student: Okay
(Students working)
Student: Maybe we should change our estimate?
Boy: Okay, write down our estimate.
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Teacher: Okay, what are you up to?
Teacher Narration: A Down's Syndrome child was
included in this lesson. He was doing the
tallying assisted by his aide. At another
time, he was making sure it was level. So,
in a number of ways, he was included.
Teacher: Watch your thumb, Devon. You need to
Devon. Yeah.
Boy 3: It's too skinny.
Teacher: Yeah.
Boy 3: See, I can't even fit them in.
Teacher: If you hold it like this, yeah, there
you go. That makes a good funnel.
Aide: That's another one. Put another line down.
------ Transcript Ends -----

### Instructions

In this video segment, consider how this estimation activity provides an opportunity for the student with Down's Syndrome to participate.

### Video Credit

Roche, Robert . "Cranberry Estimation." In Estimating produced by WGBH Boston. Teaching Math, A Video Library, K-4. Funded and distributed by the Annenberg/CPB Math and Science Project, P.O. Box 2345, S. Burlington, VT 05407-2345, 1-800-LEARNER.

### Objectives and Standards

NCTM Standards and Expectations
• Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
• Apply geometric concepts in modeling situations
• Pre-K - 2
• Data Analysis and Probability
• Geometry
• Measurement
• Number and Operations