By Marilyn Burns
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Additional resources for Math and Literature, Grades 2-3
Marilyn recorded 6 ᎏ21" in the third column. ” she asked. “One-half inch,” several replied. Marilyn recorded ᎏ12" in the fourth column. “I don’t worry about my estimate not being exact,” Marilyn said. ” Marilyn then modeled estimating, measuring, and recording for another object. “Let me think about the height of the box of tissues,” she said, holding up the box for the children to see. ” Marilyn knew that the box was three inches tall and purposely demonstrated estimating the actual measurement.
Their letters revealed different approaches to the problem. Leslie explained what the apprentice should have done. She wrote: Why was the bed so small? The king was very mad. Apprentice feet were very small! You should have measure with a ruler. Brandon put the responsibility on the King. He wrote: I no why your in jail. Because your foot is to small. The bed is to small. The king should have measured with your foot. In his letter, Dominic also included advice about what the King should do. He wrote: I think I know how to get you out of jail.
1 2 3 4 5 6 7 8 9 10 11 12 “We can use rulers like this one to measure things and find out how many inches long they are,” she said. She held up a pencil. ” she asked. “Yes,” the children chorused. “It looks like it’s eight or nine inches,” Travon said. “I think it might be only seven, or maybe five inches,” Daria said. After all the children who wanted to had offered their opinions, Marilyn said, “What you’re doing now is estimating how many inches long the pencil is. ” “It’s like making a guess,” Juanita said.