# An estimate is a guide


## Access

Read or sign the exact source and prompts neutrally, enlarge them, or scribe the learner’s chosen words. A figure, operation, regrouping, equation role or check supplied by an adult is mathematical help and is recorded as such. Show, draw, type, sign or use usual communication. One component can be enough; pause/pass/finish are choices. Four own spaces are genuinely empty. Models, criteria and next lessons stay on separate staff pages.

## Complete different guided source

An invented print plan needs 500 sheets; 248+247 available.

## Complete new source

A fictional game needs 400 cards; 197+186 available.

## Complete own invitation

A pretend maker needs 600 tags; 298+307 available.

## Entry and teach

Teach nearest-ten rounding and ≈ separately from exact=.

## Guided instruction

About 250+250≈500; exact 495, 5 short. Invite each relationship before the answer; teach missing facts and name help.

## Id

NEXT20

## Materials

Broad paper/empty bar or line/place-value headings as useful; usual communication; no actual stock/handling/purchase.

## Observe and follow up

Receive one available own relationship before staff possibility. If it matches criterion, offer another small new context later; this is not automatic mastery. If not, return to the entry relationship and fade one hint. Record the actual mathematical help. If access/time is not available, change access or sitting rather than marking wrong.

## Relationship to check

Teach the observed missing relationship in a new ordinary domain; not an answer repetition or further held item.

## Session sequence


1. Read the new source and name units/wanted quantity. Teach nearest-ten rounding and ≈ separately from exact=.

2. Model on separate adult paper. About 200+190≈390; exact 383, 17 short; rough 10 short is not exact 17.

3. Guide a different complete source. An invented print plan needs 500 sheets; 248+247 available. About 250+250≈500; exact 495, 5 short.

4. Receive one own attempt. A pretend maker needs 600 tags; 298+307 available. Staff reference only: About 300+310≈610; exact 605, 5 extra.

5. Compare available work with: Approximation purpose and exact decision remain separate. Choose one follow-up offer; never infer independence from a copied model.

## What to look for

Approximation purpose and exact decision remain separate.

## Staff own possibility

About 300+310≈610; exact 605, 5 extra.

## Teacher model

About 200+190≈390; exact 383, 17 short; rough 10 short is not exact 17.

## Timing

An adjustable 10–20 minute ordinary lesson, unpiloted; split/stop after one useful part.

## Title

An estimate is a guide