Getting Started 
Misconception/Error The student does not use estimation strategies. 
Examples of Student Work at this Level The student:
 Calculates the actual amount instead of using estimation.
 Estimates only one or two values and attempts to calculate the rest.
Note: Errors may occur in the calculations.

Questions Eliciting Thinking What does it mean to estimate?
How could you use estimation to make this problem easier (quicker)?
Look at all the values given in the problem. How could you round or use compatible numbers to make the problem easier?
What is the purpose (or advantage) of using estimation? 
Instructional Implications Provide direct instruction on using estimation. Model a variety of estimation strategies (e.g., frontend digit estimation, rounding numbers, using compatible numbers, truncating numbers, and decomposing numbers) and point out the benefit of each. Initially, provide the student with onestep problems (e.g., â€śestimate the circumference of a circle whose radius is 8.2 cmâ€ť). After the student determines an estimate, provide the student with the actual answer, so the student can assess the reasonableness of his or her estimate. Guide the student to improve estimation strategies, as needed. Next, provide multistep problems which include whole numbers, integers, and rational numbers in context. Have the student describe the strategy he or she is using at each step, and encourage the student to assess the reasonableness of his or her answers at each step. 
Making Progress 
Misconception/Error The student uses effective estimation strategies but makes minor errors in implementing them. 
Examples of Student Work at this Level The student makes a calculation error.

Questions Eliciting Thinking I think you made a calculation error. Can you find it and correct it?
What other strategies could you have used? 
Instructional Implications Provide direct feedback on any errors that the student might have made and allow the student to correct them.
Challenge the student to find alternate estimation strategies and consider the efficiency of each. Provide additional opportunities for the student to practice using estimation strategies. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student uses estimation strategies effectively to determine that Jordanâ€™s calculation is reasonable and Jenniferâ€™s measurement is unreasonable. For example, the student writes:
 Jordan: $200 â€“ ($40 savings) = $160. Then, $160 â€“ ($100 headphones + $40 two shirts + $5 tax) is $15 which is about $10.Â
 Jennifer: The student estimates 2 to be six, and then estimates Jenniferâ€™s answer as 13,000. The student multiplies 13,000 by six and realizes the answer is nearly 80,000 and therefore, is unreasonable. The student may divide 40,000 or 42,000 by six getting 7,000 which is about half of Jenniferâ€™s estimate and, therefore, is unreasonable.Â

Questions Eliciting Thinking Did you use more than one estimation strategy for either of these problems?
Is estimation the only strategy you used to determine your answer?
Did you use any number properties to make your calculations more efficient?
Does it matter if you round each calculation or only round the final answer? Why or why not? 
Instructional Implications Review properties of operations and encourage the student to use them, when possible, to simplify mental estimation strategies. Provide problems in which there are opportunities to apply properties of operations. Consider implementing MFAS task Alexaâ€™s Account (7.EE.2.3) if not done previously.
Pair the student with a Making Progress partner. Provide the pair with practice problems to work through together, discussing the most efficient strategies to use. 