Estimating Starters:Air Traffic Control: Work out which aircraft are in danger of colliding from their positions and direction of travel. An exercise in understanding bearings. Angle Estimates: Estimate the sizes of each of the angles then add your estimates together. Big Bieber: If the dimensions of an object double, its volume increases by a factor of eight. Big Order: Estimate or calculate then put the large numbers in order of size. Breathe Easily: How many breaths have you taken in your lifetime? CalcAHundred: A game for two players requiring a calculator and thinking skills. Estimating: Estimate the lengths of four lines then add your answers together. Estimating Percentages: Estimate the percentages of full circles and rectangles the sectors represent. Hot Estimates: Estimate the number of chillies in the photograph. Moon Lengths: Estimate the distances shown on this photograph of the moon's surface. Peanuts and Buttons: Two questions involving estimating a quantity. Pie Chart: An exercise in estimating what the sectors of a pie chart represent. Positions Please: Stand at the point between the classroom walls to represent a given number. Red Lines: Either estimate the lengths of the red lines or, if you know how, calculate how long they are. Second Holiday: Estimate then work out the period of time equal to the given number of seconds.
Small images of these Starters :: Index of Starters Estimating Advanced Starters:Four Fraction Division: Explain why the answer to a series of fraction divisions is a whole number.
Curriculum for Estimating:Year 5Pupils should be taught to use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy more... Pupils should be taught to round decimals with two decimal places to the nearest whole number and to one decimal place more... Year 6Pupils should be taught to round any whole number to a required degree of accuracy more... Pupils should be taught to use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy. more... Pupils should be taught to solve problems which require answers to be rounded to specified degrees of accuracy more... Years 7 to 9Pupils should be taught to round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures] more... Pupils should be taught to use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b more... Years 10 and 11Pupils should be taught to apply and interpret limits of accuracy when rounding or truncating, {including upper and lower bounds} more... Feedback:Comment recorded on the i asp?ID_Top 'Starter of the Day' page by Ros, Belize: "A really awesome website! Teachers and students are learning in such a fun way! Keep it up..." Comment recorded on the 7 December 'Starter of the Day' page by Cathryn Aldridge, Pells Primary: "I use Starter of the Day as a registration and warmup activity for my Year 6 class. The range of questioning provided is excellent as are some of the images. Comment recorded on the 3 October 'Starter of the Day' page by S Mirza, Park High School, Colne: "Very good starters, help pupils settle very well in maths classroom." Comment recorded on the 2 April 'Starter of the Day' page by Mrs Wilshaw, Dunsten Collage,Essex: "This website was brilliant. My class and I really enjoy doing the activites." Comment recorded on the 14 September 'Starter of the Day' page by Trish Bailey, Kingstone School: "This is a great memory aid which could be used for formulae or key facts etc  in any subject area. The PICTURE is such an aid to remembering where each number or group of numbers is  my pupils love it! Comment recorded on the 25 June 'Starter of the Day' page by Inger.kisby@herts and essex.herts.sch.uk, : "We all love your starters. It is so good to have such a collection. We use them for all age groups and abilities. Have particularly enjoyed KIM's game, as we have not used that for Mathematics before. Keep up the good work and thank you very much Comment recorded on the 19 October 'Starter of the Day' page by E Pollard, Huddersfield: "I used this with my bottom set in year 9. To engage them I used their name and favorite football team (or pop group) instead of the school name. For homework, I asked each student to find a definition for the key words they had been given (once they had fun trying to guess the answer) and they presented their findings to the rest of the class the following day. They felt really special because the key words came from their own personal information." Comment recorded on the 10 April 'Starter of the Day' page by Mike Sendrove, Salt Grammar School, UK.: "A really useful set of resources  thanks. Is the collection available on CD? Are solutions available?" Comment recorded on the 2 May 'Starter of the Day' page by Angela Lowry, : "I think these are great! So useful and handy, the children love them. Comment recorded on the 6 May 'Starter of the Day' page by Natalie, London: "I am thankful for providing such wonderful starters. They are of immence help and the students enjoy them very much. These starters have saved my time and have made my lessons enjoyable." Comment recorded on the 9 October 'Starter of the Day' page by Mr Jones, Wales: "I think that having a starter of the day helps improve maths in general. My pupils say they love them!!!" Comment recorded on the 11 January 'Starter of the Day' page by S Johnson, The King John School: "We recently had an afternoon on accelerated learning.This linked really well and prompted a discussion about learning styles and short term memory." Comment recorded on the 16 March 'Starter of the Day' page by Mrs A Milton, Ysgol Ardudwy: "I have used your starters for 3 years now and would not have a lesson without one! Fantastic way to engage the pupils at the start of a lesson." Comment recorded on the 1 February 'Starter of the Day' page by M Chant, Chase Lane School Harwich: "My year five children look forward to their daily challenge and enjoy the problems as much as I do. A great resource  thanks a million." Comment recorded on the 24 May 'Starter of the Day' page by Ruth Seward, Hagley Park Sports College: "Find the starters wonderful; students enjoy them and often want to use the idea generated by the starter in other parts of the lesson. Keep up the good work" Comment recorded on the 28 May 'Starter of the Day' page by L Smith, Colwyn Bay: "An absolutely brilliant resource. Only recently been discovered but is used daily with all my classes. It is particularly useful when things can be saved for further use. Thank you!" Comment recorded on the 28 September 'Starter of the Day' page by Malcolm P, Dorset: "A set of real life savers!! Comment recorded on the s /Indice 'Starter of the Day' page by Busolla, Australia: "Thank you very much for providing these resources for free for teachers and students. It has been engaging for the students  all trying to reach their highest level and competing with their peers while also learning. Thank you very much!" Comment recorded on the 14 October 'Starter of the Day' page by Inger Kisby, Herts and Essex High School: "Just a quick note to say that we use a lot of your starters. It is lovely to have so many different ideas to start a lesson with. Thank you very much and keep up the good work." Comment recorded on the 17 November 'Starter of the Day' page by Amy Thay, Coventry: "Thank you so much for your wonderful site. I have so much material to use in class and inspire me to try something a little different more often. I am going to show my maths department your website and encourage them to use it too. How lovely that you have compiled such a great resource to help teachers and pupils. Comment recorded on the s /Coordinate 'Starter of the Day' page by Greg, Wales: "Excellent resource, I use it all of the time! The only problem is that there is too much good stuff here!!" Comment recorded on the 5 April 'Starter of the Day' page by Mr Stoner, St George's College of Technology: "This resource has made a great deal of difference to the standard of starters for all of our lessons. Thank you for being so creative and imaginative." Comment recorded on the 18 September 'Starter of the Day' page by Mrs. Peacock, Downe House School and Kennet School: "My year 8's absolutely loved the "Separated Twins" starter. I set it as an optional piece of work for my year 11's over a weekend and one girl came up with 3 independant solutions." Comment recorded on the 19 June 'Starter of the Day' page by Nikki Jordan, Braunton School, Devon: "Excellent. Thank you very much for a fabulous set of starters. I use the 'weekenders' if the daily ones are not quite what I want. Brilliant and much appreciated." Comment recorded on the 1 May 'Starter of the Day' page by Phil Anthony, Head of Maths, Stourport High School: "What a brilliant website. We have just started to use the 'starteroftheday' in our yr9 lessons to try them out before we change from a high school to a secondary school in September. This is one of the best resources online we have found. The kids and staff love it. Well done an thank you very much for making my maths lessons more interesting and fun." Comment recorded on the 26 March 'Starter of the Day' page by Julie Reakes, The English College, Dubai: "It's great to have a starter that's timed and focuses the attention of everyone fully. I told them in advance I would do 10 then record their percentages." Comment recorded on the 12 July 'Starter of the Day' page by Miss J Key, Farlingaye High School, Suffolk: "Thanks very much for this one. We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!" Comment recorded on the 9 April 'Starter of the Day' page by Jan, South Canterbury: "Thank you for sharing such a great resource. I was about to try and get together a bank of starters but time is always required elsewhere, so thank you." Comment recorded on the 21 October 'Starter of the Day' page by Mr Trainor And His P7 Class(All Girls), Mercy Primary School, Belfast: "My Primary 7 class in Mercy Primary school, Belfast, look forward to your mental maths starters every morning. The variety of material is interesting and exciting and always engages the teacher and pupils. Keep them coming please." Comment recorded on the 17 June 'Starter of the Day' page by Mr Hall, Light Hall School, Solihull: "Dear Transum, 
Notes:The ability to estimate values is an often overlooked part of Mathematics. Estimating lengths, weights, time, angles and solutions to problems should be practised regularly. Pupils should make sensible estimates of a range of measures in relation to everyday situations.
Estimating Activities:Estimating: Estimation is a very important skill. Use this activity to practise and improve your skills. Estimating Angles: Estimate the size of the given acute angles in degrees. Estimating Percentages: Estimate the percentages represented by the diagrams. Estimation Golf: Play a round of golf using your estimation skills rather than golf clubs. Rough Answers: An exercise on rounding values in a calculation to find an approximate estimate of the answer. Snooker Angles: An online game for one or two players requiring an ability to estimate angles. Estimating Videos:Counting Crowds: Find out how statisticians use density samples to estimate their statistics. Estimate Enormous Numbers: Learn how to use the powers of 10 to make amazingly fast estimations of big numbers with this animated explanation. Estimating Worksheets/Printables:Take Sides Questions: Thirty pairs of numbers or calculations. Which one of the pair is the largest? Estimating External Links:Links to other websites containing resources for Estimating are provided for those logged into 'Transum Mathematics'. Subscribing also opens up the opportunity for you to add your own links to this panel. You can sign up using one of the buttons below: SearchThe activity you are looking for may have been classified in a different way from the way you were expecting. You can search the whole of Transum Maths by using the box below.

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