The teacher presents an
estimation task (estimate the number of scoops of cranberries in a jar)
to the second-grade students and talks about the teaching decisions she
The class in these video segments
is engaged in the estimation and analysis of data centered first on the
number of scoops of cranberries to fill a jar and then on the number of
cranberries to fill the jar. In this segment, each student makes an
estimate of the number of scoops and then the class organizes their
collective estimates in a meaningful way.Consider what
mathematical concepts these students are using. How is their thinking
encouraged, and how else could it be encouraged?Teachers plan
lessons, encourage working groups, and guide class discussions, all of
which influence the extent to which students are likely to make
connections among the many mathematical concepts they are learning.
Throughout this video example, the teacher talks about her decisions as
the students are making estimates and collecting and interpreting data.
What do you notice about how the teacher interacts with the students in
----- Transcript Begins ------Teacher: Please ask your group person, that has their paper and pen, for a piece of paper so that you can write down your estimate. Now remember, it is not how many cranberries are there in all, it is how many scoops. That is different. A lot of times we count how many in all; right now, we are interested in how many scoops it would take.------ Transcript Ends -----
Keeping each student's attention
during whole-group discussions is often difficult in prekindergarten
through grade 2 classrooms unless the students are involved in the
activity. The teacher of the second-grade class shown in the video is
using locally grown cranberries as a physical material for helping
students develop estimation skills. The activity involves much more than
students' looking at a jar of cranberries and a scoop to make their
estimates. The teacher helps the students examine their estimates using
the graph they create. Then (not shown in these video clips) the teacher
and students discuss the range of responses (from 5 to 22) and the
mode, the number named most frequently. In this way, she takes advantage
of a teachable moment to introduce the concept of mode.
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.
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