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Hands on Measurement for K-2 Learners
 

Hands on Measurement for K-2 Learners

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Activities and strategies to teach K-2 learners measurement concepts.

Activities and strategies to teach K-2 learners measurement concepts.

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    Hands on Measurement for K-2 Learners Hands on Measurement for K-2 Learners Presentation Transcript

    • Hands On Measurement April 5, 2007 By Michelle Flaming
    • Agenda
      • Measurement
        • Opening Activity
        • Activities from my Hands on Measurement Book
      • Integrating with Science - Bentley Richert
      • NCTM Research/Student Interviews
    • Linear to Data
      • Draw a line on a piece of paper.
      • Measure your line to the nearest cm.
      • Label your line. ____ cm
      • Line up from the shortest to longest line.
      • Teacher “posts” the papers.
      • Using the data from your lengths of lines, determine:
        • Draw the minimum line
        • Draw the maximum
        • Draw the mode (if there is one)
        • Draw the median
        • Draw the range
    • NCTM Measurement Standards:
      • Student:
      • - Understands measurable attributes of objects, units, and appropriate tools.
      • Applies techniques, tools, and formulas to determine measurements.
    • Activities We Will Explore:
      • A Nonstandard Ruler? ................................................................................1
      • C Is For Conversion .....................................................................................5
      • How Much Can I Do In One Minute?.............................................................11
      • Literature Connection:
      • Counting on Frank ....................................................................................23
      • Game Time ............ ..................................................................................25
      • Jim and the Beanstalk ..............................................................................29
      • Put Your Best Foot Forward .......................................................................31
      • Tick Tock Time Flys By! ...........................................................................33
    • Standard 3: Geometry Benchmark 2: Measurement and Estimation
      • Most widely used applications of mathematics.
      • Bridges geometry and number.
      • Hands-On Experiences
      • Comparing objects:
        • This blue pencil is longer than the red pencil.
        • The basketball is bigger than the tennis ball.
    • Classroom Discourse
      • Explanation of Results
      • Builds students conceptual and procedural knowledge.
      • Helps teachers learn about students understandings and misconceptions.
      • Helps to build vocabulary.
    • Teacher Questions
      • After students have measured the desk using paper clips, ask what would happen if you measured with your crayon? Would the amount be more or less?
      • If they were to measure the distance to the lunchroom, what measuring tools would be appropriate?
    • Linear Measurement
      • Linear Measurement should be the emphasis in the early grades.
        • Direct comparison - “Which crayon is longer?”
        • Use of nonstandard units
          • Examples: Foot or hand; Paperclips, unifix cubes
        • Use of standard units
          • Examples: Ruler (nearest cm, inch, meter, and feet by the end of 2nd grade)
    • Literature Connection:
      • Theme Teams
      • Put Your Best Foot Forward pgs. 31-32
      • Read How Big Is a Foot? by Rolf Myller.
      • Students make beds, based upon the size of their feet.
      • Are all the beds the same? Why do you think the ruler was invented?
    • Literature Connection:
      • Jim and the Beanstalk
      • Read Jim and the Beanstalk
      • Brainstorm the sequence of events in the story and list the events on a chart.
      • Create a Picture Timeline of the story. Assign various inches (that add up to 36 inches) to each event depending upon your grade level.
    • Activity: A Nonstandard Ruler?
      • Take a strip of paper (18” long)
      • Fold in 1/2, mark with a marker, and write “1/2”.
      • Continue this process for 1/4’s and 1/8’s.
      • Measure objects to the nearest ?
      • Record on paper.
        • Draw a sketch of the object, label the object, and record the length.
    • Nonlinear Measurements
      • Comparison of objects.
        • For example: The blue bucket will hold more than the green bucket.
      • Using numbers to represent the number of the unit needed.
        • For example: 3 scoops of sand to fill the bucket.
      • Nonlinear Measurements:
          • Capacity or Volume
          • Weight: kg or pounds
          • Time
          • Area/Perimeter
    • Nonlinear Measurement: Time
      • Calendars
      • Sequencing Events in Stories
      • Digital and Analog Clocks
    • Activity: Building a Useful Clock
      • Each student makes a clock using bobby-pins(two sizes) and clock faces.
      • Practice showing different times:
        • Time we go to lunch
        • Time we go home
        • Time you eat dinner.
    • Literature Connection
      • Tick Tock Time Flys By
        • Clean Sweep Campers
    • Literature Connection
      • Tick Tock Time Flys By
    • Literature Connection
      • Game Time :
      • Read Game Time , stop at the following locations to ask the following questions:
      • Page 5 - “If it is October 7, and the game is in 7 days, on what date will be the big game?”
      • Page 9 - “If the girls got to the game at 9:00, and they have one hour to warm up, show on your clock what time the game begins?”
      • Page 12 - “For almost a quarter hour, no one scored, show with your clock what time is it?”
      • Page 14 - “5 minutes into the second period, Rebecca scored, show what time it is on your clock.”
      • Page 18 - “At half time, 30 minutes into the game, the time is 10:30. Show me 10:30 on your clock. What time will it be after their 15 minute break?”
      • Page 23 - “15 minutes long was the length of the third period. What time did the third period end? Show me on your clock.”
    • Activity: How Much Can I Do In One Minute?
      • 1. Brainstorm things they can be done in one minute. Can you brush your teeth? Can you get to school? Can you tie your shoes?
      • 2. Predict how many times they could write their name in one minute. Write this estimate on a sticky note and place it in a pocket.
      • 3. Working in pairs, Experiment to determine the answer. One student will watch the clock for one minute, while the second student writes their name. Students will then change roles.
      • 4. Use this information to create a class graph. Possible graphs include: bar graph, frequency table, etc.
      • Apply techniques, tools, and formulas to determine measurements.
      • Through hands-on experiences students begin to realize using nonstandard units how the amounts vary.
        • For example:
    • A General Plan of Instruction
      • 1. Understand the attribute being measured: Make comparisons based on the attribute.
        • Which item is longer? Shorter?
        • Which container holds more beans? Less beans?
    • A General Plan of Instruction
      • 2. Understand how filling, covering, matching, or making other comparisons of an attribute with units produces what is called a measure.
        • Use physical models to fill, cover, match, or make the desired comparisons of the attribute with the unit.
        • Example: Measure the area of your table using index cards, then estimate how many sticky notes would it take to cover your table top.
    • A General Plan of Instruction
      • 3. Understand the way measuring instruments work:
        • Make measuring instruments and use them along with actual unit models to compare how each work.
        • Suppose that I asked you to measure an empty bucket.
          • 1st - What about the bucket is to be measured:
            • Height or depth
            • Diameter (distance around)
            • Circumference
            • Volume
            • Weight
          • Each of these aspects that can be measured is an attribute of the bucket.
          • 2nd - Choose a unit of measure
    • Activity: C Is For Conversion
    • Integrating with Science
    •  
    • Assessing Measurement Concepts
      • Understands measurable attributes of objects, units, and appropriate tools.
          • Compares the length of two objects.
          • Measures the length of an object to the nearest nonstandard unit. For example: paperclips.
          • Measures the length of an object to the nearest inch/cm.
          • Compares the area/weight/time of two or more objects.
      • Apply techniques, tools, and formulas to determine measurement.
          • Determines the appropriate tool for an attribute (length, etc.) For example: Which tool would you use to weigh the block?
    • Student Interviews
    • Concept of the “Unit”
      • Example in the student interview:
      • It is the spaces on the ruler and NOT the marks or numbers that are important when measuring.
    • For more information …
      • http://essdack.org/michelle/Welcome%20.html
      • www.lulu.com (search Michelle Flaming for more Hands On Books)
      • Contact me at [email_address]