If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?


 Chester Shaw
 3 years ago
 Views:
Transcription
1 String, Tiles and Cubes: A HandsOn Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacherled discussion: 1. PreAssessment: Show students the equipment that you have to measure with: string, tiles, and cubes. An introductory question might be: What could you measure with each of these tools? This question will yield important information, allowing the teacher to do a quick and informal preassessment about students understanding of perimeter, area, and volume. It is not necessary to formally use the terms perimeter, area, and volume at this point  it is essential that the students eventually generate those terms based on the experiences involved in the lesson. If not sooner, students should be ready to use those terms in the Summary section of Activity #2. Depending on student responses to the introductory questions, the teacher will need to decide how many of the example problems listed below that they want to do. Three examples are included 1 each for perimeter, area, and volume. More or less examples could be used depending on the knowledge that a particular class has about these ideas. For an advanced group, it would be interesting to have no teacher leadership for Activity #1. 2. Examples: These examples will show students how to proceed with Activity #1. Example A  Cereal Box: (I would cut down the cereal box to 34 inches tall so that students and you don t have to fill an entire box with cubes it is also easier to manipulate a box that doesn t have it s top flaps getting in the way!) If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes? Hopefully, discussion would ensue about the appropriateness of the three tools. Could we fill the box with string? Certainly, but what would that mean? How does the length of a string match with the amount of cereal? Could we fill the box with tiles? Yes, but is that the best tool to use? Unit cubes are the best tool to measure the amount of cereal that would fill the box. Note: Measurement of 1dimensional and 2dimensional attributes is hard because all of our measurement tools are 3dimensional objects. It is easy for students to think about filling a box with tiles or string even though we know (in the abstract), that it makes no sense. 1dimension and 2dimensional measurements should not fill a box, but with the physical limitations of the tools, they do! If students get distracted by this idea, conversation about the best tool available should get them back on track. Strings, Tiles and Cubes Teacher Materials, Page 1 of 11
2 Example B  Amount of carpet in the classroom: We want to measure the amount of carpet it would take to carpet the floor of our classroom. What would be the best tool to use: string, square tiles, or cubes? Classroom discussion might include the following ideas: Wouldn t larger tiles make it easier? Couldn t we just measure the sides and multiply to find the area? Your response to this question would be to complement the strategy and then talk about what units you re creating when you do that string, square tiles, or cubes? Couldn t we just spread out the cubes? Your response to this needs to bring the students back to the primary attribute that they are measuring we only need the surface of the cube and the square tiles are all we need. Example C  Desk Perimeter: We want to add a band of gold trim to the edge of your desk. What tool would we use to measure the amount of trim we need: string, square tiles, or cubes? Classroom discussion should arrive at the conclusion that string measured around the edge of the desk is the best solution. Unlike counting tiles or cubes, though, after the length of string is determined, students will need to use a meter stick to find a numerical length. Students might come up with the idea of measuring two sides and then doubling the answer you could talk about what shapes that would work for and when you wouldn t be able to take that shortcut. Student Activities: Please refer to the attached student activity pages for the notes below. Student Activity #1 Estimating/Measuring perimeter, area, and volume using string, tiles, and cubes. The main purpose of this activity is for students to have the kinesthetic experience of actually measuring these attributes. As they physically deal with string, square tiles, and cubes, their understanding and familiarity of 1dimensional, 2dimensional, and 3 dimensional attributes will increase. It is extremely important in this activity to let the students generate the ideas of perimeter, area, and volume and to make the connections between those formal ideas and the measurements that they are making. Students will have an official opportunity to use the words perimeter, area, and volume at the conclusion of Activity #2. Before students get materials, pass out the worksheet and have them read it first! You ll want to take a few minutes to make sure that they understand what they are going to do before you have them pick up manipulatives. Strings, Tiles and Cubes Teacher Materials, Page 2 of 11
3 TC1: Depending on your class experience in working with small groups, you may need to discuss these roles and make sure that everyone understands what the roles are before they start the activity. I would pass the worksheet out first and let students read it before materials are picked up! TC2: Tools. The bigger the square tiles and cubes are, the easier it will be to manage the manipulatives. Cubic inch cubes are significantly easier to handle and count than cubic centimeters cubes! The same is true for the square tiles. We certainly get a more accurate estimate with smaller cubes and tiles, but that s not the main focus of this lesson. I would encourage you to use larger materials to help with the management of the manipulatives. As you discuss the results from Activity #1, there will be opportunity to talk about the size of the tiles and cubes and how that impacts accuracy. TC3: Items to be measured. The diagrams are all included and need to be photocopied (1 set per group). I would choose cereal or food boxes that are appropriately sized for how many cubes you have for students to use. If you don t have a large set of cubes, then choose smaller boxes (macaroni and cheese boxes would work) and cut off the top half or 2/3! Again, I would think about the size of my measurement tools when assembling these items. I ve included a circular lid just to remind the students that we can deal with circles also. TC4: Vocabulary the word attribute may not be one that is terribly familiar to your students. It is defined as a specific characteristic or Student should be able to understand the word from the context of the list, but it is worth a few seconds to make sure. Have the resource manager(s) from each team gather supplies and let them begin. You ll need to circulate around the room conversations that you will have with teams might include accuracy, patterns, more efficient ways to find answers, etc. TC5: The answers for the first column of the chart are: string, tiles, tiles, string, string, cubes, and cubes. TC6: Students might need some help with the second column. The goal is to have them verbalize their measurement methods. Answers might include: We wrapped the string around the edge of the shape, being careful at the corners. When we found the total length of string, we measured it against the meter stick and found our total in cm. TC7: Answer will vary based on the manipulatives that you use. Groups should be able to compare their answers for diagrams A, B, C, and D. Strings, Tiles and Cubes Teacher Materials, Page 3 of 11
4 While teams are taking measurements and filling out the data collection page, you should be circulating around the room and listening to the math talk from students. You could keep a word box on the board or overhead to compile a list of the vocabulary words that are generated. Some teams will need more guiding questions as they work while other teams may get frustrated with having to measure with the tools provided. Some students will be eager to find shortcuts and use formulas as soon as possible. It is important to have the students take the physical measurements. The experience of using the manipulatives is essential to their internalizing the 1 dimensional, 2dimensional, and 3dimensional tools. As teams are finishing the data collection sheet, they could write their answers for the diagrams on the board. In the followup discussion, accuracy should be a major topic. Followup Discussion Have students share answers about the easiest and hardest attributes to measure. Talk about accuracy. Questions might include: How could we improve the accuracy of our answers? Why are our answers to Diagrams A, B, C, and D all slightly different? Have students try to verbalize the differences between what they measured with string, tiles, and cubes. They are going to formalize this in writing in Activity #2, but it might be appropriate to let students have some initial verbalization of the similarities between what they measured with string, what they measured with square tiles, and what they measured with cubes. Student Activity #2 Matching quantities to be measured with appropriate tools and summary. The main purpose of this activity is to cement the idea of perimeter, area, and volume being measured with string, square tiles, or cubes. Certainly, the minimal measuring tools are getting old, but the value of this lesson is in the simplicity of the connections. At the end of the activity, students should be thinking, When I find the distance around something, I need to use something like string, and it s called the perimeter. When I want to find the amount of space inside a flat object, I use square tiles, and it s called area. When I want to find the amount of space inside a box or 3dimensional object, I use cubes, and it s called volume. TC8: Part 1 This activity should be completed individually at first and then students could team up to share and discuss answers. The correct answers are: 1. string 2. square tiles 3. cubes 4. string 5. cubes 6. string 7. cubes 8. square tiles 9. square tiles 10. string Strings, Tiles and Cubes Teacher Materials, Page 4 of 11
5 TC9: Part 2 The summary questions give students the opportunity to synthesize information from Activity 1 and the first part of Activity 2. The questions are scaffolded to help students develop their conclusions and the word boxes are included to help students make the leap from our initial tools of string, tiles, and cubes to the more useful units of measure. The Summary questions could be done individually or in teams, but it is important for them to share answers and edit their work based on conversations. After students finish part 2, it is very important to discuss their answers. They could make posters for 1 of the three ideas, they could report out to other teams, or you could lead a full class discussion. At the end of that discussion, have the students go back to Part 1 and choose 12 appropriate units from the word boxes for each of the examples in Part 1. Student Activity #3 This is a more openended, creative activity that has students find items that could be measured with the given tool/units. The final question has them summarize everything they know about perimeter, area, and volume. TC10: If a student clearly understands perimeter, area, volume and the units that each is measured with, they should be able to create their own situations and problems that could be measured with a given unit. This is certainly an openended activity with infinitely many answers, but it is important for students to brainstorm and create their own situations. They have many models from the previous 2 activities, but hopefully they ll think beyond those examples and come up with some clever and ingenious items! TC11: This summary question is the culmination of the entire sequence of activities. After student have written their own ideas about the three topics  hopefully sounding something like: When I find the distance around something, I need to use something like string, and it s called the perimeter. When I want to find the amount of space inside a flat object, I use square tiles, and it s called area. When I want to find the amount of space inside a box or 3dimensional object, I use cubes, and it s called volume. I would provide an opportunity to share those final ideas. This could be done in combination with the summary questions from Activity 2. Posters or presentations are a great way for students to formalize learning. Students could use some of the vocabulary words or math talk that you ve recorded on the board if they are struggling with this summary. This would also be an appropriate time to introduce the formal definitions of perimeter, area, and volume. I anticipate that the student will have created definitions that are very close to that. Strings, Tiles and Cubes Teacher Materials, Page 5 of 11
6 String, Tiles, and Cubes Student Activity #1 Name Directions: For this activity, your team will be measuring attributes of different objects and shapes. You will record your findings in an organized chart. Team roles: Each team of 34 students needs a: resource managers/materials coordinator (12 people) (TC1) measurement specialists (12 people) time manager. (TC2) (TC3) Measurement tools needed for each team: 60 inches (approximately) of string or fine gauge wire and a meter stick a container of square tiles a container of cubes Items to be measured for each team: Diagrams A, B, C, and D. 2 cereal or food boxes 1 circular lids from yogurt or other food containers Data Collection Sheet 1 Attributes to be measured: (TC4)Diagram A measure the distance around the outside edge of the shape. Diagram B measure the amount of space inside the shape. Diagram C measure the amount of space inside the shape. Diagram D measure the distance around the outside edge of the shape. Circular Lid measure the distance around the outside edge. Box #1 measure the amount of space inside the box. Box #2 measure the amount of space inside the box. Questions (to be answered after you finish collecting your data): Which attribute was the easiest to measure? Why? Which attribute was the hardest to measure? Why? Strings, Tiles and Cubes Teacher Materials, Page 6 of 11
7 String, Tiles, and Cubes Student Activity #1 Data Collection Sheet (TC5) Team Names (TC6) (TC7) Item being measured Diagram A distance around outside edge. Did you use string, tiles, or cubes? Describe how you found your answer. Answer Diagram B amount of space inside the shape. Diagram C amount of space inside the shape. Diagram D distance around outside edge. Circular Lid distance around outside edge. Box #1 amount of space inside the box. Box #2 amount of space inside the box. Strings, Tiles and Cubes Teacher Materials, Page 7 of 11
8 String, Tiles, and Cubes Student Activity #2 Name Part 1 For the questions below, choose the best tool available to find the requested measurement. Your only choices are string, square tiles, and cubes. 1. The school is going to build a new fence around the edge of the new ball fields. What is the best measurement tool? (TC8) 2. The school is going to plant grass and needs to figure out how much grass is needed to cover the new ball fields. What is the best measurement tool? 3. The school needs to bring in dirt before they plant the grass and they want it to be 6 inches deep. They need to know how much dirt will be needed. What is the best measurement tool? 4. Mary wants to find the distance around the edge of her math book. What is the best measurement tool? 5. Jonathon needs to find the amount of water that fills his dog s water dish. What is the best measurement tool? 6. Your mom and dad are buying new trim for around the edge of their windows. They need to find the total distance around the edge. What is the best measurement tool? 7. Rosa has a box and needs to know how much space is inside the box so that she can fill it with books. What is the best measurement tool? 8. Tameka gets to pick out new carpeting for her bedroom! But first she needs to find out how much carpet she needs. What is the best measurement tool? 9. Hassan s parents are going to put a new bamboo floor in their kitchen and need to find out how much flooring they need. What is the best measurement tool? 10. George is going to build a path around the edge of their backyard. He needs to find out how long the path is. What is the best measurement tool? Strings, Tiles and Cubes Teacher Materials, Page 8 of 11
9 Part 2 Summary 11. String Summary: (T9) a. For which questions in part 1 did you choose string? b. What are the similarities between those situations that made you choose string? c. What is the proper vocabulary word for that measurement? d. From the word boxes below, choose the units of measure that match this idea. 12. Square Tiles Summary: a. For which questions in part 1 did you choose square tiles? b. What are the similarities between those situations that made you choose square tiles? c. What is the proper vocabulary word for that measurement? d. From the word boxes below, choose the units of measure that match this idea. 13. Cubes Summary: a. For which questions in part 1 did you choose cubes? b. What are the similarities between those situations that made you choose cubes? c. What is the proper vocabulary word for that measurement? d. From the word boxes below, choose the units of measure that match this idea. inches cubic miles square yards U.S. Units square cubic miles yards feet cubic inches yards square feet square inches miles cubic feet Centimeters Kilometers Square centimeters Metric Units Square kilometers Cubic meters Cubic kilometers Cubic centimeters meters Square meters Strings, Tiles and Cubes Teacher Materials, Page 9 of 11
10 String, Tiles, and Cubes Student Activity #3 (T10) Name For each measurement unit listed, find 13 different items that could be correctly measured with that unit. Be creative! 1. Miles  _ Centimeters  2. Square kilometers  _ Square inches  3. Cubic feet  Cubic meters  Strings, Tiles and Cubes Teacher Materials, Page 10 of 11
11 4. The three types of measurements that we have worked with are Perimeter, Area, and Volume. In your own words, write a few sentences about everything you know about these three ideas. Perimeter: (TC11) Area: Volume: Strings, Tiles and Cubes Teacher Materials, Page 11 of 11
About How Good is Estimation? Assessment Materials Page 1 of 12
About How Good is Estimation? Assessment Name: Multiple Choice. 1 point each. 1. Which unit of measure is most appropriate for the area of a small rug? a) feet b) yards c) square feet d) square yards 2.
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia MoyerPackenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia MoyerPackenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technologysupported
More informationAGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PREALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationSample Performance Assessment
Page 1 Content Area: Mathematics Grade Level: Six (6) Sample Performance Assessment Instructional Unit Sample: Go Figure! Colorado Academic Standard(s): MA10GR.6S.1GLE.3; MA10GR.6S.4GLE.1 Concepts
More informationUsing Proportions to Solve Percentage Problems I
RP71 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationQUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides
QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Subtopic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Subtopic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationEndofModule Assessment Task K 2
Student Name Topic A: TwoDimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationSESSION 2: HELPING HAND
SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.
More informationNCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards
NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate
More informationKeyTrain Level 7. For. Level 7. Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN
Introduction For Level 7 Published by SAI Interactive, Inc., 340 Frazier Avenue, Chattanooga, TN 37405. Copyright 2000 by SAI Interactive, Inc. KeyTrain is a registered trademark of SAI Interactive, Inc.
More informationInvestigations for Chapter 1. How do we measure and describe the world around us?
1 Chapter 1 Forces and Motion Introduction to Chapter 1 This chapter is about measurement and how we use measurements and experiments to learn about the world. Two fundamental properties of the universe
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationCoral Reef Fish Survey Simulation
Your web browser (Safari 7) is out of date. For more security, comfort and Activitydevelop the best experience on this site: Update your browser Ignore Coral Reef Fish Survey Simulation How do scientists
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationCommon Core State Standards
Common Core State Standards Common Core State Standards 7.NS.3 Solve realworld and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects
More informationCharacteristics of Functions
Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics
More informationMissouri Mathematics GradeLevel Expectations
A Correlation of to the Grades K  6 G/M223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationBroward County Public Schools G rade 6 FSA WarmUps
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationMathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade
MathUSee Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in MathUSee
More information4.0 CAPACITY AND UTILIZATION
4.0 CAPACITY AND UTILIZATION The capacity of a school building is driven by four main factors: (1) the physical size of the instructional spaces, (2) the class size limits, (3) the schedule of uses, and
More informationMathematics Success Level E
T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationHardhatting in a GeoWorld
Hardhatting in a GeoWorld TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationTitle: George and Sam Save for a Present By: Lesson Study Group 2
Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationAbout the Mathematics in This Unit
(PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.
More informationCase study Norway case 1
Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 2627 th 2015 Age of students: 1011 (grade 5) Data sources: Pre and postinterview with 1 teacher
More informationASSESSMENT TASK OVERVIEW & PURPOSE:
Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and
More informationChapter 4  Fractions
. Fractions Chapter  Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course
More information2 nd Grade Math Curriculum Map
.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a
More informationWiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company
WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...
More informationTEACHING Simple Tools Set II
TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN10: 0822568802 Green ISBN13: 9780822568803 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts
More informationUnit Lesson Plan: Native Americans 4th grade (SS and ELA)
Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie comments in red Emily's comments in purple Sue's in orange Kasi FrentonComments in greenkas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson
More informationDigital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology. Michael L. Connell University of Houston  Downtown
Digital Fabrication and Aunt Sarah: Enabling Quadratic Explorations via Technology Michael L. Connell University of Houston  Downtown Sergei Abramovich State University of New York at Potsdam Introduction
More informationA Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher
GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become
More informationRover Races Grades: 35 Prep Time: ~45 Minutes Lesson Time: ~105 minutes
Rover Races Grades: 35 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting
More informationManipulative Mathematics Using Manipulatives to Promote Understanding of Math Concepts
Using Manipulatives to Promote Understanding of Math Concepts Multiples and Primes Multiples Prime Numbers Manipulatives used: Hundreds Charts Manipulative Mathematics 1 www.foundationsofalgebra.com Multiples
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number +  x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationFunction Tables With The Magic Function Machine
Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within
More informationContents. Foreword... 5
Contents Foreword... 5 Chapter 1: Addition Within 010 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationTable of Contents. Development of K12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationExcel Intermediate
Instructor s Excel 2013  Intermediate Multiple Worksheets Excel 2013  Intermediate (103124) Multiple Worksheets Quick Links Manipulating Sheets Pages EX5 Pages EX37 EX38 Grouping Worksheets Pages EX304
More informationRIGHTSTART MATHEMATICS
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart
More informationThe Indices Investigations Teacher s Notes
The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:
More informationThe lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.
More informationInterpretive (seeing) Interpersonal (speaking and short phrases)
Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations
More informationFocus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multidigit whole numbers.
Approximate Time Frame: 34 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4digit by 1digit, 2digit by 2digit) and divide (4digit by 1digit) using strategies
More informationKindergarten  Unit One  Connecting Themes
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationBackwards Numbers: A Study of Place Value. Catherine Perez
Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS
More informationg to onsultant t Learners rkshop o W tional C ces.net I Appealin eren Nancy Mikhail esour Educa Diff Curriculum Resources CurriculumR
Curriculum Resources www.curriculumresources.net 714.406.3522 Follow Us for FREE resources, current educational topics, tips, and more! Appealing to Different Learners Workshop Nancy Mikhail Educational
More informationTASK 2: INSTRUCTION COMMENTARY
TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 singlespaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or
More informationMADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm
MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students
More informationSample Problems for MATH 5001, University of Georgia
Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent
More informationCeramics 1 Course Summary Department: Visual Arts. Semester 1
Ceramics 1 Course Summary Department: Visual Arts Semester 1 Learning Objective #1 Learn ceramics vocabulary Target(s) and to Meet Learning Objective #1 Target 1: Expectation form reviewed Target 2: Discuss
More informationNumber Line Moves Dash  1st Grade. Michelle Eckstein
Number Line Moves Dash  1st Grade Michelle Eckstein Common Core Standards CCSS.MATH.CONTENT.1.NBT.C.4 Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit
More informationsuccess. It will place emphasis on:
1 First administered in 1926, the SAT was created to democratize access to higher education for all students. Today the SAT serves as both a measure of students college readiness and as a valid and reliable
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures
EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationThe following shows how place value and money are related. ones tenths hundredths thousandths
21 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS504) 8 9am & 1 2pm daily STEM (Math) Center (RAI338)
More informationP4: Differentiate your plans to fit your students
Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach
More informationLet's Learn English Lesson Plan
Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA
More informationStandards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15
Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...
More informationMeasuring physical factors in the environment
B2 3.1a Student practical sheet Measuring physical factors in the environment Do environmental conditions affect the distriution of plants? Aim To find out whether environmental conditions affect the distriution
More informationTRAFFORD CHILDREN S THERAPY SERVICE. Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools. Child s Name.Dob. Age.
TRAFFORD CHILDREN S THERAPY SERVICE Motor Skills Checklist and Advice for Children in PRIMARY & SECONDARY Schools Child s Name.Dob. Age. Class / year.. School... Tel Date screening checklist completed:.
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 57_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationSouth Carolina College and CareerReady Standards for Mathematics. Standards Unpacking Documents Grade 5
South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College and CareerReady Standards for Mathematics Standards Unpacking Documents
More informationFriction Stops Motion
activity Friction Stops Motion BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade Quarter Activity SC.C... The student understands that the motion of an object can be described and measured. SC.H...
More informationP a g e 1. Grade 5. Grant funded by:
P a g e 1 Grade 5 Grant funded by: P a g e 2 Focus Standard: 5.NF.1, 5.NF.2 Lesson 6: Adding and Subtracting Unlike Fractions Standards for Mathematical Practice: SMP.1, SMP.2, SMP.6, SMP.7, SMP.8 Estimated
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.
MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationStacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes
Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling
More informationGrade 5 + DIGITAL. EL Strategies. DOK 14 RTI Tiers 13. Flexible Supplemental K8 ELA & Math Online & Print
Standards PLUS Flexible Supplemental K8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 14 RTI Tiers 13 1520 Minute Lessons Assessments Consistent with CA Testing Technology
More informationShockwheat. Statistics 1, Activity 1
Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal
More informationStarting primary school
Starting primary school When children start in reception they will all be at different stages of their learning and skill development depending on their preschool opportunities and their birthdate. The
More informationAC : TEACHING COLLEGE PHYSICS
AC 20125386: TEACHING COLLEGE PHYSICS Dr. Bert Pariser, Technical Career Institutes Bert Pariser is a faculty member in the Electronic Engineering Technology and the Computer Science Technology departments
More informationMajor Milestones, Team Activities, and Individual Deliverables
Major Milestones, Team Activities, and Individual Deliverables Milestone #1: Team Semester Proposal Your team should write a proposal that describes project objectives, existing relevant technology, engineering
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten5 utilize a
More informationGRADE 2 SUPPLEMENT. Set D4 Measurement: Capacity. Includes. Skills & Concepts. Activity 1: Predict & Fill D4.1
GRADE 2 SUPPLEMENT Set D4 Measurement: Capacity Includes Activity 1: Predict & Fill D4.1 Skills & Concepts H use nonstandard units to measure to determine capacity H compare and order containers according
More informationFluency YES. an important idea! F.009 Phrases. Objective The student will gain speed and accuracy in reading phrases.
F.009 Phrases Objective The student will gain speed and accuracy in reading phrases. Materials YES and NO header cards (Activity Master F.001.AM1) Phrase cards (Activity Master F.009.AM1a  F.009.AM1f)
More informationSleeping Coconuts Cluster Projects
Sleeping Coconuts Cluster Projects Grades K 1 Description: A story, an indoor relay race for prereaders and new readers to demonstrate the benefits of doing Bible translation in cluster projects, and
More informationMathematics Session 1
Mathematics Session 1 Question 9 is an openresponse question. BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION. Write your answer to question 9 in the space provided in your Student Answer Booklet.
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationMATH Study Skills Workshop
MATH Study Skills Workshop Become an expert math student through understanding your personal learning style, by incorporating practical memory skills, and by becoming proficient in test taking. 11/30/15
More informationCatchy Title for Machine
Catchy Title for Machine Picture Name: School: Science Teacher: Classroom Teacher: Due Date: Grade: 6 th School District: Irvine Unified School District Student s Name 1 Table of Contents Table of Contents.
More informationE C C. American Heart Association. Basic Life Support Instructor Course. Updated Written Exams. February 2016
E C C American Heart Association Basic Life Support Instructor Course Updated Written Exams Contents: Exam Memo Student Answer Sheet Version A Exam Version A Answer Key Version B Exam Version B Answer
More informationC U L I N AR Y A R T S
C U L I N AR Y A R T S PATHWAY: COURSE: UNIT: Culinary Arts Introduction to Culinary Arts (ICA) 5.2 Kitchen Knife Use Concept of mise en place INTRODUCTION Annotation: Briefly describe the unit topics,
More informationArizona s College and Career Ready Standards Mathematics
Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June
More informationTime, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY
Time, talent, treasure FRATERNITY VALUE: PHILANTHROPIC SERVICE TO OTHERS SUGGESTED FACILITATOR: VICE PRESIDENT OF PHILANTHROPY Goals: To educate members on the three types of philanthropic giving: time,
More informationUnit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are
More information