Unit VII: Linear Measurement Instructional Days 141-157...

Wake County Public Schools, Grade 1

Unit VII: Linear Measurement Instructional Days 141-157

Enrichment Investigation #1 ‘Walking in Someone Else’s Shoes’

Common Core State Standard(s): 1.MD.2

Standard(s) for Mathematical Practice:

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.

Materials Needed:

Blackline Masters: Walking in Someone Else’s Shoes Directions Adult and Baby Shoe Reproducible (optional; print on cardstock) Shoe Length Predictions Double or Half

String or yarn

Cardstock (optional for printing reproducible)

Manipulative(s): links, snap cubes, etc.

Classroom Supplies: small paper clips, jumbo paper clips, etc.

Different sized Shoes (if available): baby shoe, adult shoe

Instructions: 1. If possible, provide students with a real adult shoe and a real baby shoe. If

not, print the shoe reproducibles on cardstock for students. 2. Students will use their own shoe, adult shoe and baby shoe to predict how

long they think each is by cutting string. 3. Students will measure the actual length using a new piece of string. Then

they should compare predictions to the actual lengths. 4. Students will measure the actual lengths using a standard unit. 5. Next, students will conduct an investigation to determine what happens if


you double and half shoe lengths. 6. Following completion of the activities, students should discuss some

questions with a partner or the teacher (#8 of Walking in Someone Else’s Shoes Directions page).

Sources:

Sullivan, Lilburn, Peter, Pat. Good Questions for Math Teaching. Sausalito: Math Solutions, 2002. 103. Print.


Walking in Someone Else’s Shoes Directions

1. Predict how long you think your shoe is by cutting string that length. Tape

your string in the box on the Shoe Length Predictions page.

2. Measure your own shoe with a new piece of string. Cut the string the

actual or real length of your shoe.

3. Compare this string to your prediction. In the box on the Shoe Length

Predictions page, write if the actual string length of your shoe was LONGER,

SHORTER, OR THE SAME.

4. Repeat steps 1-3 this with the Adult and Baby shoes.

5. Use a math manipulative or classroom supply (paper clips, links, snap

cubes, etc) to measure the lengths of each shoe without overlapping or

gaps.

6. Create a measurement using the same manipulative or supply that

represents a double of each shoe length. Do an investigation to see if you

doubled the length of one shoe, if it represents one of the original shoe

lengths. (Example: When I double the length of my shoe, it is about the

length of the adult shoe. Record these findings on the Double or Half

blackline master.)

7. Create a measurement using the same manipulative or supply that

represents half of each shoe length. Do an investigation to see if you

halved the length of one shoe, if it represents one of the original shoe

lengths. Record these findings on the Double or Half Blackline Master.

8. Talk with a friend about your experience:

a. Were your predictions close to the actual length of each shoe?

b. Why is it important to use the same manipulative or supply (unit) to

compare the length of each shoe?

c. Why is it important to measure using manipulatives or supplies

(units) without overlapping or having gaps? How would overlapping

or gaps change the measurement?


Adult and

Baby Shoe

Reproducible


Directions: Draw a line or tape your string in each box to show

the shoe length prediction.

1. I predict my shoe will be this long.

2. I predict the adult shoe will be this long.

3. I predict the baby shoe will be this long.

Shoe Length Predictions


Directions: Circle the shoe that best completes each sentence

based on your investigations.

When I double the shoe length,

it is about the length of the shoe.

Explain why.

When I half the shoe length,

it is about the length of the shoe.

Explain why.

Double or Half?



Enrichment Investigation #2 ‘One Step at a Time’

Common Core State Standard(s): 1.MD.1 1.MD.2

Standard(s) for Mathematical Practice:

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.

Materials Needed:

Blackline Masters: One Step at a Time Directions Going the Distance Comparing the Tools & Distances So Close, So Far Away To Move, or Not to Move

Yard stick(s): (It is recommended to cover yard stick(s) with bulletin board paper)

Classroom Items that could be used to measure distances (i.e. stick, pointer, floor mat, carpet squares)

Instructions: 1. Students measure the distance from their seats (desks) to 3 separate places

in the classroom (door, meeting place, and cubby), using their shoes as a measurement tool. Students should record on Going the Distance data sheet. Note: For this activity the student can choose to measure with shoes on or off, and with one or both shoes, whichever is more comfortable and accurate.

2. Then, students will investigate how many of their shoes would equal a yard


stick, recording their findings on the Comparing the Tools & Distances sheet .

3. Next, students will record about how many yard sticks would be needed for each of the previous distances, and record findings on the Comparing the Tools & Distances sheet.

4. Students will explore classroom to find another non-standard measurement tool (i.e. pointer, stick, floor mat, carpet squares) that would be a good choice for measuring the same distances. Then they will investigate how many of the self-selected item would be needed for each of previous distances, and record findings on the Comparing the Tools & Distances sheet.

5. Afterwards, students should answer the questions on the So Close, So Far Away sheet.

6. On the To Move, or Not to Move activity sheet, students will decide whether or not they would like to change their classroom seats and provide a rationale (explanation) for why or why not.

Sources: Sullivan, Lilburn, Peter, Pat. Good Questions for Math Teaching. Sausalito: Math

Solutions, 2002. 103. Print.


One Step at a Time Directions

1. Measure the distance from your seat to the following 3 places in the

classroom: door, meeting place (carpet area), cubby. Use your shoe or

shoes as the measurement tool. Record your measurements on Going the

Distance sheet.

2. Investigate how many of your shoes would equal a yard stick and record

your findings on Comparing Tools & Distances sheet.

3. Predict about how many yard sticks would be needed for each of the

above lengths, without measuring. What information did you use to make

your prediction? Measure the distance using the yard stick. Record your

findings on Comparing Tools & Distances sheet.

4. Select another non-standard measurement tool that would be a good

choice for measuring the above distances. Investigate how many of the

selected tool would be needed for each distance. Record your findings on

Comparing Tools & Distances sheet.

5. Answer the questions on the So Close, So Far Away sheet.

6. Complete the To Move, or Not to Move sheet.


Measure how many shoe lengths from your seat (desk) to 3 separate places in the

classroom: door, meeting place, and cubby.

Before you begin, think about and discuss with a partner: “How would you

measure using your shoe or shoes?”

1. The length from my seat to the door is

_______ shoes long.

2. The length from my seat to the cubby

is _______ shoes long.

3. The length from my seat to the meeting

area is _______ shoes long.

**Think about…Is this the best way to measure? Why or why not? Discuss this

with a friend before continuing.

GOING THE DISTANCE


1. How many of your shoes will equal a yard stick?

__________ of my shoes equal 1 Yard Stick

2. About how many yard sticks would be needed for each of the previous

distances? Predict about how many yard sticks would be needed for each of the

above lengths, without measuring. Record in the table below. What information

did you use to make your prediction?

3. Measure the actual distance using the yard stick. Record in the table below.

Were your predictions close? Why or why not?

4. Find another non-standard measurement tool that would be a good choice for

measuring the same distances. Measure using the tool. Record in the table

below.

Number of Shoes

Prediction – Number of Yard Sticks

Actual Number of Yard Sticks

Number of ____________

Door

Cubby

Meeting Area

Comparing Tools & Distances

Number of your

shoes



Enrichment Investigation #3 Won’t You Be My Neighbor


Standard(s) for Mathematical Practice: 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make sense of structure.

Materials Needed:

Blackline Masters: Community Map Game Board Community Map Template Won’t You Be My Neighbor Directions Game Card Organizer Go To Cards 1-2 Traveling Cards 1-3 Travel Cut-outs

Cardstock (optional for printing reproducibles)

Math Manipulative (as a game piece)

Large Paper (such as construction paper, for creating own game)

Glue

Scissors

Instructions: 1. Students will play the game “Won’t You Be My Neighbor” using the

Community Map Game Board, Go To Cards, Traveling Cards, and Travel Cut-outs. The purpose is for students to practice using non-standard measurement and iteration.

2. Students (or teacher) will need to cut-out Go To Cards, Traveling Cards, and Travel Cut-outs. Using the Game Card Organizer, students should place them in the identified locations to help organize the cards.

3. Game pieces (math manipulative) will be needed to identify each student’s


location on the game board. 4. Read over the Directions Page. You may need to go over the Directions

Page with students. 5. After students play the game, they should answer the questions on the

Won’t You Be My Neighbor Reflection sheet and complete the Comparing Traveling Moves sheet.

6. Students may use the Community Map Template pictures to create their own game.




Co

mm

un

ity

Ma

p G

am

e B

oa

rd

Ho

me

Farm

Hard

ware

Store

C

loth

ing Sto

re

Ho

spital

Scho

ol

Po

st Office

Lib

rary G

roce

ry Store

Ne

ighb

ors

Ice C

ream

Sho

p

e

Park


Co

mm

un

ity Map

Tem

plate


Won’t You Be My Neighbor Directions

Purpose: The purpose of this game is to use at least 3 different non-

standard measurement tools (travel cut-outs) to measure/travel to

different locations through the community, one location at a time.

Materials Needed:

* Community Map

* Go To cards

*‘Traveling cards

*‘Traveling pieces

* Won’t You Be My Neighbor Reflection sheet and Comparing Traveling

Moves sheet

*Game Marker – Manipulative to show each player’s location on board

Directions:

*Each player starts at “Home.”

1. To start the game, each player chooses a different Go To place card.

2. Then each player chooses a Traveling Card, which identifies which Travel

Cut-out to use to help you get to your Go To place (using iterating). You

will decide which road(s) to take.

3. If you did not reach your location on that turn, you will continuing drawing

other Traveling Cards until you travel to your destination.

4. Once your Go To place is reached, you will draw another Go To card and

repeat.

5. The game could end if:

a. One player goes to 3 places first!

b. One player makes 20 moves!

c. You could make up your own winning move!

6. Answer the questions on the Won’t You Be My Neighbor

Reflection sheet.

7. Complete the Comparing Traveling Moves sheet.


Game Card Organizer

Go To

Cards:

Traveling Cards:

Travel Cut-outs:


Go To Cards 1

Go

to the

Park

Go

to the

Neighbors

Go

to the

Ice Cream

Shop

Go

Back

Home

Go

to the

Grocery

Store

Go

to the

Library

Go

to the

Post

Office

Go

to

School


Go To Cards 2

Go

to the

Farm

Go

Back

Home

Go

to the

Ice Cream

Shop

Go

Back

Home

Go

to the

Hardware

Store

Go

to the

Clothing Store

Go

to the

Hospital

Go

to

Hospital


Traveling Cards 1

Travel 1

Bus

Travel

2 Trucks

Travel

3 Cars

Travel

4 Motorcycles

Travel

5 Bicycles

Travel

6 Steps

Travel

1 Step

Travel

2 Steps


Traveling Cards 2

Travel 2

Buses

Travel

1 Truck

Travel

2 Cars

Travel

3 Motorcycles

Travel

1 Bicycle

Travel

6 Steps

Travel

1 Step

Travel

2 Steps


Traveling Cards 3

Travel 3

Buses

Travel

3 Trucks

Travel

4 Cars

Travel

2 Motorcycles

Travel

2 Bicycles

Travel

6 Steps

Travel

3 Steps

Travel

4 Steps


Travel Cut-outs


Won’t You Be My Neighbor Game Reflection Sheet

1. I traveled to ________________________________.

2. To get there, it took me _______ travel cards.

3. I passed these places on the way to my location:

______________________________________________________________________

4. If I had passed these places, it would have been longer route:

______________________________________________________________________

‘Go To’ Card

#

Goto thePark


Comparing Traveling Moves SheetDirections: Use the appropriate ‘Traveling’ Cards to make the >, <, or = statements true.

Tra

ve

l >

Tra

ve

l

Tra

ve

l <

Tra

ve

l

Tra

ve

l

Tra

ve

l=



Enrichment Investigation #4 Measuring a Garden Variety


Standard(s) for Mathematical Practice: 1. Make sense of problems and persevere

in solving them. 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.

Materials Needed:

Blackline Masters: Veggie Strips Reflecting on Veggie Strips Vegetable Measuring Cards Pages 1-3 Vegetable Measuring Recording Sheets Pages 1-3 Less Than and More Than Cards Less Than and More Than Recording Sheet My Veggie Strips Vegetable Clipart My Veggie Strips Reflection


Math Manipulative (as measuring tools)

Scissors

Glue

Instructions: *Throughout this unit the student will be going on Veggie Strip Scavenger Hunts, using the Veggie Strips to measure items in the classroom.

1. Students (or Teacher) should cut out the veggie strips on the Veggie Strips page. Then complete the corresponding Reflecting on Veggie Strips page.

2. Next, students should cut out the various Vegetable Measuring Strips Cards 1-3. Then complete the corresponding Vegetable Measuring Record Sheet Pages 1-3.


3. Using the Veggie Strips from the first activity, students should follow the tasks on the Less Than and More Than Cards to find items that are longer or shorter than a vegetable strip. Students should use the corresponding Less Than and More Than Recording Sheet to record answers.

4. Next, students can create their own veggie strips using My Veggie Strips and Vegetable Clipart. The student needs to cut/glue the vegetables onto My Veggie Strips page.

5. After creating their own Veggie Strips, students can go on a ‘Scavenger Hunt’ to find items to measure and complete the My Veggie Strips Reflection page. (This record sheet could be used for as many ‘Veggie Strips’ as the student creates).




Veggie Strips

Pumpkins

Tomatoes

Lettuce

Carrots


Reflecting on Veggie Strips

1. What did you find that was 1 Pumpkin Strip Long?

________________________________________________

________________________________________________

2. Would you need more or less of the Carrot Strip to

measure the same item? ___________________________

________________________________________________

________________________________________________

3. Why? __________________________________________

________________________________________________

________________________________________________

4. What did you find that was 2 Lettuce Strips Long?

________________________________________________

________________________________________________

5. Would you need more or less of the Tomato Strips to

measure the same item? ___________________________

________________________________________________

________________________________________________

6. Why? __________________________________________

________________________________________________

________________________________________________


Vegetable Measuring Cards Page 1

Find an item that measures

1

Tomato

Strip Long


1

Carrot

Strip Long


1

Pumpkin

Strip Long


1

Lettuce

Strip Long




shorter than

2

Tomato

Strips Long


shorter than

3

Carrot

Strips Long


shorter than

4

Pumpkin

Strips Long


shorter than

5

Lettuce

Strips Long




longer than

6 Tomato

Strips Long


longer than

7

Carrot Strips Long


longer than

8

Pumpkin

Strips Long


longer than

9

Lettuce

Strips Long


Vegetable Measuring Recording Sheet Page 1

________________measures

1

Tomato

Strip Long

________________measures

1

Carrot

Strip Long

________________measures

1

Pumpkin

Strip Long

______________ measures

1

Lettuce

Strip Long



________________ measures

shorter than

2

Tomato

Strips Long

________________measures

shorter than

3

Carrot

Strips Long

________________measures

shorter than

4

Pumpkin

Strips Long

______________measures

shorter than

5

Lettuce

Strips Long



________________measures

longer than

6 Tomato

Strips Long

________________measures

longer than

7

Carrot Strips Long

________________measures

longer than

8

Pumpkin

Strips Long

______________measures

longer than

9

Lettuce

Strips Long


Less Than and More Than Recording Sheet


more than

___ (#)

_________

(Vegetable)

Strips

Long


less than

___ (#)

_________

(Vegetable)

Strips

Long


more than

___ (#)

________

(Vegetable)

Strips

Long

-------------------

but less than

___ (#)

_________

(Vegetable)

Strips

Long


Less Than and More Than Recording Sheet

__________________ measures

more than

___ (#)

_________

(Vegetable)

Strips

Long

__________________measures

less than

___ (#)

_________

(Vegetable)

Strips

Long

__________________

measures

more than

___ (#)

________

(Vegetable)

Strips

Long

-------------------

but less than

___ (#)

_________

(Vegetable)

Strips

Long


My Veggie Strips

________

________

________

________

______


Vegetable Clipart


My Veggie Strips Reflection

1. I made a ___________________ Veggie Strip.

2. I needed ______ clipart pictures to fill the length of the

strip.

3. A ____________________ is 1 _____________ strip long.

Compare your Veggie Strip to the Tomato Veggie Strip.

4. Which Veggie Strip is shorter? _________________

Why? __________________________________________

________________________________________________

________________________________________________

5. Would you need more or less Tomato Strips to measure

the same item? __________________________________

________________________________________________

________________________________________________

6. Why? __________________________________________

________________________________________________

________________________________________________



Enrichment Investigation #5 Animal Adventures


Standard(s) for Mathematical Practice: 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.

Materials Needed:

Blackline Masters:


Math Manipulative (as measuring tools)

Various pieces of string

scissors

Instructions: 1. The game Climbing Star Hill is a game that enables the student to play by

themselves and/or with a partner. 2. Before playing the game, cut various pieces of strings. These strings are the

game pieces. You may want to look at the game board to cut various lengths based on the orange, yellow, green, blue and purple stars. Cut the strings so they are not the exact length. Be sure that 2-4 pieces of string lengths will add up to match the color star lengths.

3. Cut the Star Cards out and place in the middle of the board. 4. The student chooses a ‘Star’ card and then chooses from the various pieces

of string to get exactly to the star. 5. After the student gets to designated star, they fill out the ‘Game Sheet’. 6. Game Variations:

*This can be a solitary game. *This can be designed as a race. Two or more students can race to get to the same color star. First one to measure the strings accurately wins. *This can be designed as a race. Two or more students can race to get to a different color star. First one to measure the strings accurately wins.


*Game can be played until the first student to use 4 pieces of strings wins. (The number of strings can also be modified). *The first person to get to the purple card wins.


Solutions, 2002. 103. Print. Bauer, Nicole Judy Tertini. Targeting Math: Measurement. Westminster: Teacher

Created Resources, 2007. 112. Print.


How to PlayClimbing ‘Star’ Hill

*Before playing the game, cut various pieces of strings into various different lengths and cut out ‘Star Cards’.

1. Shuffle the ‘Star Color’ cards.

2. Place them face down in the middle of the game board.

3. Turn over a color card.

4. Using different pieces of string, lay the pieces of string on the line above the stars to get from the start star to designated color star.

5. Fill in the ‘Climbing Star Hill’ Task sheet each time you get to the designated color star.

Goto

Star ‘Star’ Card

s

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Climbing‘Star’Hill

START

Star

Cards

‘Climbing Star Hill’ Game Sheet

I used _____ pieces of string to get exactly to the _____star.

Measure and draw the lengths of string in the box below.

Compare the string lengths. Label the shortest and longest strings.

Why did you choose those pieces of string?

_______________________________________________________________

_______________________________________________________________

# color


Climbing‘Star’Hill

START

Star

Cards


Goto

Star ‘Sta

r’ C

ard

s

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Goto

Star

Goto

Star


‘Climbing Star Hill’ Game Sheet

I used _____ pieces of string to get exactly to the _____star.

Measure and draw the lengths of string in the box below.

Compare the string lengths. Label the shortest and longest strings.

Why did you choose those pieces of string?

_______________________________________________________________

_______________________________________________________________

# color

Unit VII: Linear Measurement Instructional Days 141-157...

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Transcript of Unit VII: Linear Measurement Instructional Days 141-157...