## Estimation Destination

In this lesson, children will trace their own hands and estimate how many Fruit Loops it will take to the tracings.

### Lesson for:

Toddlers/Preschoolers

(See Step 5: Adapt lesson for toddlers or preschoolers.)

### Content Area:

Numbers and Operations

Measurement

Data Analysis and Probability

### Learning Goals:

This lesson will help toddlers and preschoolers **meet the following educational standards**:

- Understand numbers, ways of representing numbers, relationships among numbers and number systems
- Formulate questions that can be addressed with data and collect, organize and display relevant data to answer these questions
- Understand measurable attributes of objects and the units, systems and processes of measurement
- Apply appropriate techniques, tools and formulas to determine measurement
- Develop and evaluate inferences and predictions that are based on data

### Learning Targets:

After this lesson, toddlers and preschoolers should be **more proficient** at:

- Counting with understanding and recognizing “how many” in sets of objects
- Sorting, classifying and ordering objects by size, number and other properties
- Recognizing the attributes of length, volume, weight, area and time
- Understanding how to measure using nonstandard and standard units
- Selecting an appropriate unit and tool for the attribute being measured
- Measuring with multiple copies of units of the same size, such as paper clips laid end to end
- Using tools to measure
- Posing questions and gathering data about themselves and their surroundings
- Representing data using concrete objects, pictures and graphs
- Discussing events related to students’ experiences as likely or unlikely

## Estimation Destination

### Lesson plan for toddlers/preschoolers

#### Step 1: Gather materials.

**Boxes of Fruit Loop cereal**(or any other small, round-shaped cereal such as colored Cheerios)

**Handouts with room for the children to trace their hands**, with fill-in-the-blank spaces at the bottom of the page labeled “ESTIMATE” and “ACTUAL,” as well as a blank for the child’s name.

**Dixie cups**to hold the Fruit Loops

**Glue**

**Note**: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

#### Step 2: Introduce activity.

**Explain**to the children that today they are going to**estimate how many**Fruit Loops it will take to fill their traced hands.**Say**: “First, you will**guess/estimate how many**Fruit Loops it will take to fill your hand, then you will actually glue the Fruit Loops onto a tracing of your hand and count them.”- So the children can have a reasonable idea of what their
**estimates**should be and they aren’t coming up with completely unrealistic numbers,**model**the activity first. Think out loud so that the children will be able to incorporate the vocabulary and procedures into their own activity.**Say**: “I am holding up my hand and wondering**how many**Fruit Loops it will take to fill my hand. First, I am going to trace my hand on my recording sheet. It has a place for my**estimate**and the**actual**number of Fruit Loops. I am going to**estimate**that it will require 40 Fruit Loops to fill my hand. Do you think that is a reasonable**estimate**? I am guessing 40 Fruit Loops because that seems about right to me when I think of the size of my hand and the size of the Fruit Loops. Now I will write the number 40 in the blank next to the word, ‘**Estimate**.’” Then**say**: “Let’s see if I was accurate.” Pour some Fruit Loops into a small cup. Begin gluing the Fruit Loops into the tracing of your hand. Have the children glue the Fruit Loops onto the hand tracing; otherwise the cereal pieces tend to move and it is difficult to get an accurate count. After gluing all of the Fruit Loops,**say**: “I am finished and it actually took 57 Fruit Loops to fill my hand. I will write the number 57 in the blank next to the word ‘**Actual**.'” Then**ask**the children: “Is 57**more**or**less**than my original estimate of 40?”

#### Step 3: Engage children in lesson activities.

- Give each child a recording sheet and a cup full of Fruit Loops.
- Circulate around to make sure the children write down their
**estimates**before starting to count out and glue down their Fruit Loops. They might also need help tracing their own hands. - Once the children are done and the Fruit Loops are securely glued, ask the children if their
**actual**amounts were**more**or**less**than their original**estimates**.

**Additional Extensions**

- Ask the children to
**compare**their hand sizes with statements such as “My hand is**bigger**. It took 45 Fruit Loops to fill my hand” or “My hand is**smaller**. It took 34 Fruit Loops it fill my hand.” Make a chart from biggest to smallest or smallest to biggest. Or, if you are creating a bulletin board with the finished recording sheets, put the sheets in ascending or descending order. It makes for a cute bulletin board!

#### Step 4: Vocabulary.

**Estimate**:**Estimate**how many Fruit Loops it will take to fill your hand.”)**Actual**:**actual**number of Fruit Loops.”)**How many**:**How many**Fruit Loops does it take to fill your hand?”)**More**:**more**than your estimate?”)**Less**:**less**than your estimate?”)

#### Step 5: Adapt lesson for toddlers or preschoolers.

##### Adapt Lesson for Toddlers

###### Toddlers may:

- Have difficulty grasping the idea of estimation

###### Child care providers may:

- Provide a simplified version of the recording sheet that directs the children to skip the estimating step and simply count the number of Fruit Loops it would take to fill their hands. The recording sheet should only have a space for the amount of Fruit Loops used.

##### Adapt Lesson for Preschoolers

###### Preschoolers may:

- Have estimates and actual numbers that are in close range; reasonable estimates are being made

###### Child care providers may:

- Ask the children to trace their feet,
**estimate how many**Fruit Loops it will take to fill the foot tracings and then count out the cereal and glue it to the foot tracings to find out the**actual**number of Fruit Loops needed to fill the tracings - Ask the children to
**measure**items around the classroom by using the same process used to**measure**their hands and feet

### Suggested Books

by Margaret McNamara & G. Brian Karas (New York: Swartz & Wade, 2007)*How Many Seeds In A Pumpkin?*

by Loreen Leedy (New York: Square Fish, 2000)*Measuring Penny*

by Bruce Gladstone (New York: Squarefish, 2010)*Great Estimations*

### Music and Movement

### Outdoor Connections

- Ask the children to use the Using the Fruit Loops to
**estimate**and then**measure**objects outside. Make sure the objects aren’t too big. Leaves, the surface of a small table or any smaller two-dimensional object will do.

## Comment on this lesson