# numeracy observation - estimating

Discussion in 'Primary' started by smarties0483, Jan 22, 2011.

1. ### smarties0483

Hi all,
I have an observation coming up this week in year 1 and year 2 mixed, and I will be doing estimating and counting in groups of 2, 5 and 10. These are my ideas so far, does it sound ok?
MOS: need a fun interactive starter, I&rsquo;m struggling, any ideas?
Main: hopefully (if board is working!) an IWB activity estimating the number of objects the chn can see (initially up to 10), hiding the objects while we estimate, and then counting, moving on to estimating number of objects up to 20. Explain that an estimate just needs to be a good guess. See how the chn count the objects, explain that there is a quicker way &ndash; counting into groups of 2 or 5 or 10. Repeat with examples.
Group work: Lower year 1: estimating objects in different pots up to 20, recording estimate and actual count, count in groups of 2.
Higher year 1: As above but up to 30 objects, counting in groups of 2 and 10.
Year 2: Up to 100 objects for most able, estimating then counting in groups of 10. Extend them to find the difference between their estimate and the actual number, then estimating how many objects it will take to fill half of different containers,
How does this sound? I&rsquo;m concerned that it sounds a bit boring but I&rsquo;m struggling for inspiration a bit on this!
Smarties

2. ### smarties0483

Hi all,
I have an observation coming up this week in year 1 and year 2 mixed, and I will be doing estimating and counting in groups of 2, 5 and 10. These are my ideas so far, does it sound ok?
MOS: need a fun interactive starter, I&rsquo;m struggling, any ideas?
Main: hopefully (if board is working!) an IWB activity estimating the number of objects the chn can see (initially up to 10), hiding the objects while we estimate, and then counting, moving on to estimating number of objects up to 20. Explain that an estimate just needs to be a good guess. See how the chn count the objects, explain that there is a quicker way &ndash; counting into groups of 2 or 5 or 10. Repeat with examples.
Group work: Lower year 1: estimating objects in different pots up to 20, recording estimate and actual count, count in groups of 2.
Higher year 1: As above but up to 30 objects, counting in groups of 2 and 10.
Year 2: Up to 100 objects for most able, estimating then counting in groups of 10. Extend them to find the difference between their estimate and the actual number, then estimating how many objects it will take to fill half of different containers,
How does this sound? I&rsquo;m concerned that it sounds a bit boring but I&rsquo;m struggling for inspiration a bit on this!