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Measuring Heights with Craft Sticks
1.
2.
Individual anecdotal observations-
sticky notes
3.
Individual interviews- with
those who need intervention
4.
Journals or learning
logs-written communication and representation- Class Journal on Measurement
5.
“Show What You
Know” or Exemplar Problems to score using a rubric from NCTM
6.
7.
• describing the
choice and appropriate use of non-standard units
8.
• estimating
9.
• measuring
10.
11.
12.
How could we
measure to find out?
13.
Lay the cut-out
on the floor.
14.
Lay some craft
sticks out with spaces between “How’s this, have I done it right?”
15.
Rearrange sticks now
with overlap. “How’s this, have I done it right?”
16.
Lay the sticks
end to end in a crooked line. “How’s this, have I done it right?”
17.
Have a volunteer
show how to place the sticks to measure you may even want to use a metre stick to get a straight line.
18.
Discuss what to
do when you get close to the end
19.
20.
Roll the dice.
Add the numbers.
21.
Both players try
to sketch a line that is this many cm long.
22.
Draw a line
that is the correct length below each sketch.
23.
Use a ruler.
24.
25.
Roll the dice.
Add the numbers.
26.
Both players try
to sketch a line that is this many paperclips long.
27.
Draw a line
that is the correct length below each sketch.
28.
Use a ruler.
29.
30.
Measuring properly from
one end to the other with no overlap/ spaces, etc.
31.
Always use the
same unit when measuring
32.
Are your estimates
close? If no, why are they so off?
33.
How do you
record your actual measurement?
34.
What happens if
you measure the desktop using straws (larger unit) and also using paper clips (smaller unit)? When using a longer unit it won’t talk as many and therefore the measurement will be a smaller number.
35.
http://www.smartkiddies.net/resource/allocation
36.
Some students could
be working on the tasks found at this site grade 2 or 3 under linear measurement.
37.
Paper pencil tasks
of measurement
38.
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