Anytown School District wants all elementary students to be able to use computational strategies fluently and estimate appropriately. Which of the following learning objects best reflects this goal?

The choice that reflects the goal of ensuring that elementary students can use computational strategies fluently and estimate appropriately is the first option, which involves students evaluating the reasonableness of their answers. This practice encourages students to think critically about their computations and the results they produce. By assessing whether their answers make sense, they can develop a deeper understanding of numerical relationships and improve their estimation skills.

Evaluating the reasonableness involves not only checking whether an answer seems correct but also engaging with the underlying mathematics, which builds students' confidence in their computational skills. This aligns well with the district's objective of fostering fluency in computation and the ability to make proper estimates, as it requires students to be actively involved in their learning process and develop a sense of number sense beyond rote memorization or mechanical calculation.

In contrast, the other options, while they have their merits, do not emphasize the evaluative aspect of learning that is crucial for developing fluency and estimation skills. Understanding theoretical reasoning or memorizing multiplication tables might build foundational knowledge but does not inherently promote the application or reasoning necessary for the goal stated. Using calculators can be a valuable tool, but it may not encourage the same depth of understanding needed to estimate wisely or evaluate answers.