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Measurement

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Measurement

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    1. Measurement Rachel Christianson Ashley Gross Becky Kjellsen Courtney Zander ashleyashley

    2. Welcome 3rd Graders PLEASE WAIT TO EAT THE CANDY! (a.k.a Jon, Jeff, and Richard) With the peers at your table, estimate the length of the foot using one starburst as the standard unit. ashash

    3. Big Foot Now with the strip of paper and starbursts at your table make a starburst ruler. With your ruler, now measure the foot at your table. Raise your hand when you are finished. ashash

    4. Keep Measuring Please Just Listen! Please estimate with the ruler you have made other objects around the room such as: Projection screen Math Book Richard Brick (1) Table Now compare these measurements with the measurement of the foot Is the object bigger or smaller? Is the object shorter or taller? Ash/ and maybe rap from beckyAsh/ and maybe rap from becky

    5. Ruler Time Please Just Listen Now look at the standard ruler on your desk. What measurement unit does this ruler have? Guess what the measurement of the big foot will be with the ruler. Also, guess the measurements for the other objects around the room. Now measure the big foot with the ruler. Measure the other objects around the room with the ruler too. How different were your measurements? ashleyashley

    6. Quotes According to the Van De Walle text, studies indicate that students are weaker in the area of measurement than any other topic in the curriculum. According to Cathcart, et al, �measurement is a characteristic that can be quantified by comparing it to a unit� (Cathcart, et al, 2003). *Measurement is always an approximation* CourtneyCourtney

    7. Quotes 2 "A measurable attribute of an object or event is a characteristic that can be quantified by comparing it to a unit.� The process of measuring is the same for each attribute:� An appropriate unit is chosen and the object or event being measured is compared to the unit." (Cathcart et al., 2006) courtneycourtney

    8. Types of Measurement Length Area Volume and Capacity Weight and Mass Time Angles RachelRachel

    9. Three Sequential Steps In The Instructional Sequence: Perception and direct comparison Pre-measurement- no unit or assigning of numbers Use words such as bigger, smaller, longer, taller, more, less, etc. Nonstandard Units Measure objects with predetermined units that are not accepted by the general population Standard Units In the US- metric and customary systems are used Rachel Rachel

    10. Process and Instructional Sequence of Measurement: 1. Meaning of the attribute is developed through activities involving perception and direct comparisons 2. Begin to measure using arbitrary or non-standard units 3. Measure and estimate using standard units 4. Involve them in related experiences that help them learn to use the instruments accurately and correctly and to read their scales 5. Relate the formulas and involve them in the formulas as a product of exploration and discovery; seek relationships 6. Involve them in real-life applications and problem solving CourtneyCourtney

    12. Demonstration We will be dividing into 2 groups and going over the steps to teaching volume. We will be covering each of the 6 instructional steps and using the sequential steps. Please participate and enjoy learning about volume. Remember- you are still 3rd graders!! BeckyBecky

    13. Chart Becky Becky

    14. #1 Beans, beans, beans Meaning of the attribute is developed through activities involving perception and direct comparisons. Place the containers in order of how many beans you think they will hold from more to less. If you need to look closer or hold the containers to help you determine your answer please do so. Do not fill any containers yet!! Ashley- capacity sort pg. 387 activity 20.15 we chose to use beans because they are easier to handle than water or beef. Ashley- capacity sort pg. 387 activity 20.15 we chose to use beans because they are easier to handle than water or beef.

    15. #2 Beans, beans, beans Begin to measure using arbitrary or non-standard units. Look at the beans on your table. With your group, decide on how we will measure the amount of beans that go into each container. HINT: Make the smallest container the base unit. Now guess based on this unit how many beans each of the other containers will hold. Courtney Courtney

    16. #3 Beans, beans, beans Measure and estimate using standard units. We are going to measure our volume in cups. The standard measure of volume is milileters. Look at the measuring cup labeled one cup. Our smallest container is one cup. Place beans into the measuring device and then into the smallest container. If they are equal this is how we will measure the other containers. Remember you can use the other measuring cups labeled: � or � of a cup. Measure all of the containers with the beans. Have one person record the findings. Are the containers still in the correct order? Rachel Rachel

    17. #4 Beans, beans, beans Involve them in related experiences that help them learn to use the instruments accurately and correctly and to read their scales. Lets brainstorm ideas� Have you ever measured volume? Baking/Cooking Presents Blowing up a balloon Filling a bath tub BeckyBecky

    18. #5 Beans, beans, beans Relate the formulas and involve them in the formulas as a product of exploration and discovery; seek relationships. The volume of an object will be the number in each layer times the number of layers or� Volume is measured in "cubic" units. The volume of a figure is the number of cubes required to fill it completely, like blocks in a box. Conceptual Understanding beckybecky

    19. #6 Beans, beans, beans Involve them in real-life applications and problem solving. What else to we use measuring cups for at home? Is it important that we measure correctly? Rachel Rachel

    20. Accommodations All students with hearing or visual disabilities should sit up front closest to the teacher and the objects. The instructions will be on the screen for students to recall what to do. All directions will also be given orally to help auditory learners. Having students touch the objects as well as having them be able to move around will help kinesthetic and tactile learners. Ashley Ashley

    21. Resources: Van de Walle, J.A. (2007) Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon. CourtneyCourtney

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