The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer, based on experience and known information. In this activity, students estimate what fraction of a square is shaded to revisit area diagrams.

• Consider asking:
  • “Is anyone’s estimate less than _____? Is anyone’s estimate greater than _____?”
  • “Based on this discussion, does anyone want to revise their estimate?”
• “If you wanted to find out exactly what fraction of the square is shaded, how would you go about doing that?” (Partition the square into equal parts and see how many of the parts are shaded.)
• 2 minutes: partner discussion
• Share and record responses.
• Optional: Have students find the exact fraction shaded. ()

The purpose of this activity is for students to use their experience with fraction strips and tape diagrams to estimate what fraction of a strip is shaded.

• “If you wanted to find out exactly what fraction of the strip is shaded, how would you go about doing that?” (See how many copies of the shaded part can fit into the whole strip. Partition the strip into fractions we know and see what fraction the end of the shaded part lines up with.)
• 2 minutes: partner discussion
• Share and record responses.
• Optional: Have students find the exact fraction shaded. ()

• “If you wanted to find out exactly what fraction is at that point on the number line, how would you go about doing that?” (Partition the number line into fractions we know and see what fraction the point lines up with.)
• 2 minutes: partner discussion
• Share and record responses.
• Optional: Have students find the exact location marked on the number line. ()