Large Numbers on a Number Line
10 min
Narrative
The purpose of this Estimation Exploration is to practice the skill of making a reasonable estimate for a number based on its location on a number line. Students give a range of reasonable answers when given incomplete information. They have the opportunity to revise their thinking as additional information is provided. The Activity Synthesis should focus on discussing what other benchmarks (multiples of 10) would help make a better estimate. The actual number is revealed in the Launch of the first activity.
This Estimation Exploration encourages students to use what they know about place value to determine the value of the two tick marks the point lies between and then reason about where it is located (MP7).
Launch
- Groups of 2
- Display the image.
- “What number is represented by the point?”
- “What is an estimate that’s too high? Too low? About right?”
- 1 minute: quiet think time
- 1 minute: partner discussion
- Record responses in the table.
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
Student Task
What number is represented by the point?
Record an estimate that is:
| too low | about right | too high |
|---|---|---|
Sample Response
- Too low: 0–300
- Too high: 400–1,000
- Just right: 300–400
Activity Synthesis (Teacher Notes)
- “What information would help you make a more precise estimate?” (Additional tick marks or other numbers around the point)
- Consider providing new information. “Would you like to revise your estimates?”
- Record new or revised estimates.
- “How did the additional numbers help you revise your estimate?”
- “What other information would you need to be more confident with your estimate?”
Standards
- 4.NBT.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
- 4.NBT.A.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using <span class="math">\(>\)</span>, =, and <span class="math">\(<\)</span> symbols to record the results of comparisons.
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Large Numbers on a Number Line
10 min
Narrative
The purpose of this Estimation Exploration is to practice the skill of making a reasonable estimate for a number based on its location on a number line. Students give a range of reasonable answers when given incomplete information. They have the opportunity to revise their thinking as additional information is provided. The Activity Synthesis should focus on discussing what other benchmarks (multiples of 10) would help make a better estimate. The actual number is revealed in the Launch of the first activity.
This Estimation Exploration encourages students to use what they know about place value to determine the value of the two tick marks the point lies between and then reason about where it is located (MP7).
Launch
- Groups of 2
- Display the image.
- “What number is represented by the point?”
- “What is an estimate that’s too high? Too low? About right?”
- 1 minute: quiet think time
- 1 minute: partner discussion
- Record responses in the table.
Teacher Instructions
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
Student Task
What number is represented by the point?
Record an estimate that is:
| too low | about right | too high |
|---|---|---|
Sample Response
- Too low: 0–300
- Too high: 400–1,000
- Just right: 300–400
Activity Synthesis (Teacher Notes)
- “What information would help you make a more precise estimate?” (Additional tick marks or other numbers around the point)
- Consider providing new information. “Would you like to revise your estimates?”
- Record new or revised estimates.
- “How did the additional numbers help you revise your estimate?”
- “What other information would you need to be more confident with your estimate?”
Standards
- 4.NBT.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
- 4.NBT.A.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using <span class="math">\(>\)</span>, =, and <span class="math">\(<\)</span> symbols to record the results of comparisons.