Module 2 Measuring with Physical Units. Fluency Practice 1. Happy Counting 2. Two More (add 2 to...
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Transcript of Module 2 Measuring with Physical Units. Fluency Practice 1. Happy Counting 2. Two More (add 2 to...
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Module 2Measuring with Physical Units
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Fluency Practice
1. Happy Counting
2. Two More (add 2 to whatever number I say)
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Application ProblemVincent counts 30 dimes and 87 pennies in a bowl. How many more pennies than
dimes are in the bowl?
- Does Vincent have more dimes or pennies?
- Pennies!
- Does Vincent have 30 pennies?
- yes!
Pennies
87
30 ?
What does this part of the tape represent?
- Where would we draw a line to represent 30 pennies?
Could you buy more with Vincent’s pennies
or with his dimes?
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Concept Development
I thought I could measure the length of the pencil
box using them.
I have a pile of these centimeter
cubes.
Okay! Should I ago ahead and count my cubes now?
I was looking at my pencil box this morning, and was curious how long it might be.
Why?
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Concept DevelopmentLets try it again putting the squares right next to each other.
We need to begin measuring where the object begins. This is called the endpoint.
Is that better?
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Concept Development
5 11
Let’s count the cubes my way and your way.
Tell your neighbor why there is a difference between my number of cubes and your number of cubes?
Which one is more accurate?
Why?
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Concept Development
Lets look at a used box of crayons. Every crayon is going to be a different length. Some
may not be an exact measurement.
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Concept DevelopmentThis is one of the crayons.
Endpoint
Notice that this crayon is almost 8 centimeter cubes long. It is more than 7
and one-half but not quite 8. I can say this crayon is about 8 centimete
r cubes long.
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Concept DevelopmentThis is another crayon.
Notice that this crayon is close to 6 centimeter cubes long. It is just a little
bit longer than 6 cubes and not halfway to 7 cubes. How long would you say
this crayon is?
About 6 centimeters
Endpoint
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PracticeWith a partner, discuss the measurement of these crayons. As you measure, be sure to
use the word about to describe a measurement that is not exact.
6 About 8
About 6 7
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Problem Set
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Problem Set
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Problem Set
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-For problems 1-4, explain what you had to do to measure correctly.
-Anyone find that you had a different measurement than your partner? Why?
-How did your drawings help you to answer problems 5 and 6? What new vocabulary did we use today to talk about measurement?
-What did you learn about how to measure with centimeter cubes? Could you have measured with a pocketful of coins?
Student Debrief
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