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Measurement In the Middle School World

Measurement In the Middle School World. Jennifer Meggett Christine Giovannelli Zachry Middle School NISD. Magnified Inch. 1/8. 3/8. 5/8. 7/8. 1/4. 3/4. 1/2. 2/8. 6/8. 2/4. 4/8. 1. 0. Personalize the Math Chart (modified from original by Karen Duncan NISD).

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Measurement In the Middle School World

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  1. MeasurementIn the Middle School World Jennifer Meggett Christine Giovannelli Zachry Middle School NISD

  2. Magnified Inch 1/8 3/8 5/8 7/8 1/4 3/4 1/2 2/8 6/8 2/4 4/8 1 0

  3. Personalize the Math Chart (modified from original by Karen Duncan NISD) Each student needs a copy of the math chart to annotate. Personal Note: I use this activity frequently during the unit. I tell the students that the most important parts are the key words. I NEVER grade this activity except as a participation grade.

  4. borders, fencing, fringe, framing P rotation, revolution, around A² parallelogram Keywords: covering, painting, tiling, and carpeting. P = Perimeter of the base B = Area of the base Save  for last V³ Look for problems that talk about filling. c a Ladder, diagonal b

  5. I talk them through the first time. Each time after that I give them time to try and put everything they remember on the sheet. Then we talk through the entire presentation again. Eventually many students can even talk through the activity. I encourage the students to annotate the math chart in the TAKS Test Booklet before starting the test.

  6. Estimation of Measurement REAL WORLD Lab Estimation Difference Actual

  7. Area and Perimeter REAL WORLD Lab

  8. Circumference and Area Coin Lab

  9. Circumference Follow Up Activity and Questions Activity: • Choose a coin. • Cut a piece of yarn the length around the edge of the coin. • Tape it on your large paper. What does this represent? Label it. • Cut a piece of yarn the length of the diameter of the coin. • Tape it under the longer piece of yarn. Label it. • How many pieces do you need to cut to get close to the longer piece of yarn? Cut them and tape them down. • Repeat above with a piece of yarn the length of the radius. Diameter Radius • Questions: • How many diameters are needed to go around the circumference? • How many radii are needed to go around the circumference? • What do you multiply the diameter by to get the circumference? • What is a definition of Pi, π ? • How is Pi, π, represented numerically?

  10. Perimeter and Area Triangles

  11. Area and Perimeter With DiCut Lab

  12. Cards for 8th Grade Formula Math Chart SWAT I cut these out and put on 3x5 cards. Then I can draw one out and call out the words. Students will find the correct formula on the screen and SWAT it.

  13. Formula Matching C = πd P = s+s+s+s V = Bh A = ½ bh

  14. 8th Grade Formula One Math (Courtesy of Karen Duncan NISD) This is an activity that can be used to get students familiar with the TAKS Formula Chart. There are 16 ppt slides in all. You can use all or part of them. This activity can be as simple as having the students “recognize” what formula to use in order to solve a particular problem or recognizing the formula and then actually solving it.

  15. The teacher shows a problem from the ppt presentation to the class. 1 What is the total surface area in square inches of the cylinder shown below? • 96π in2 • 128π in2 • 104π in2 • 384π in2

  16. A2 This is the answer for the problem. Go on to the next ppt slide unless you want the students to solve them.

  17. Word of the Week Perimeter

  18. Volume Activity Directions This lab is designed to help students understand the formulas for volume. They will compare the volume of a cylinder and cone, a large cube and a square pyramid, and a sphere and a large cylinder.

  19. Materials: large tub to work in water pitcher (I use a 2 cup pitcher) funnel a set of relational solids (same base and height) a copy of the lab for each student

  20. Procedures: I do not explain the purpose of this lab as I want my students to figure it out for themselves. I do however, explain and demonstrate how to use the funnel and pour into the solids.

  21. We discuss how to look at the solid to determine when it is full (at eye level). I emphasize that ALL water is to stay over the tub. I work with groups of 3-4 students and have them come to the station table to do all the pouring under my supervision. Then they go back to the group seats to discuss and record.

  22. Volume Activity • Select the large cylinder and cone. • 1. How many times do you think you can fill up the cone and pour into the cylinder before the cylinder will be full? _________ Done at seat. Done with me. 2. Fill the cone with water and pour the water into the cylinder. 3. Repeat until the cylinder is full.

  23. At seat 4. How many filled cones did it take to fill the cylinder? __________ 3 With me • Pour from the filled cylinder back into the EMPTY cone. • 6. Look at the cylinder. What fraction of water is missing?__________ 1/3

  24. Discuss # 1-6 with your teacher and explain your answers. • 8. Empty the cylinder and cone. With me At seat • Look at the formula for Volume of a cylinder on your math chart and write it here. • Look at the formula for Volume of a cone on your math chart and write it here. • Explain how the two formulas are different • and why. V = Bh V = 1/3 Bh

  25. VocabularyProject

  26. Directions for Perimeter, Area, and Volume with Scale Factors Purpose: These labs are designed to help students understand the relationship of scale factor in perimeter, area, and volume. I do not tell the students the relationship at the beginning. My desire is for them to find the relationships.

  27. Notes: I highly suggest that you do not do both of these in the same week. Do one and then practice application problems with it for several days. This gives the students a chance to become comfortable with those operations before adding more. Then move on to the other activity.

  28. Volume with Scale Factors • Part 1 • Construct this prism out of cubes. • L = 1 cube, W = 1 cube, H = 1 cube • 1) Draw prism A. • 2) Label prism A. • 3) Volume = __________ 1 1 1 1 cubic unit

  29. Volume with Scale Factors • Part 1 • B. Construct this prism out of cubes. • L = 2 cubes, W = 2 cubes, H = 2 cubes • 1) Draw prism B. • 2) Label prism B. • 3) Volume = __________ 2 2 2 8 cubic units

  30. Volume with Scale Factors • Part 1 • C. Construct this prism out of cubes. • L = 3 cubes, W = 3 cubes, H = 3 cubes • 1) Draw prism C. • 2) Label prism C. • 3) Volume = __________ 3 3 3 27 cubic units

  31. Volume with Scale Factors • Part 1 • D. Construct this prism out of cubes. • L = 4 cubes, W = 4 cubes, H = 4 cubes • 1) Draw prism D. • 2) Label prism D. • 3) Volume = __________ 4 4 4 64 cubic units

  32. Volume Scale Factor Data Sheet Scale Factor X 2 2 1 X 8 8 1

  33. Volume Scale Factor Data Sheet Scale Factor X 3 3 1 X 27 27 1

  34. Volume Scale Factor Data Sheet Scale Factor X 4 4 1 X 64 64 1

  35. Part 2 • Compare prism A to prism B. • 1) What is the scale factor for length, • width, & height? __________ • 2) What is the scale factor for volume? • __________ X 2 X 8 = 2³

  36. Part 2 F. Compare prism A to prism C. 1) What is the scale factor for length, width, & height? __________ 2) What is the scale factor for volume? __________ X 3 X 27 = 3³

  37. Part 2 G. Compare prism A to prism D. 1) What is the scale factor for length, width, & height? __________ 2) What is the scale factor for volume? __________ X 4 X 64 = 4³

  38. Part 3 Perimeter scale factor is ____________ to scale factor for length and width. Area scale factor is the length and width scale factor _________________. Volume scale factor is the length and width scale factor _________________. Equal/congurent squared cubed

  39. Example: Prism 1 has a length, width, & height of 5 cm. Prism 2 has a length, width, & height of 10 cm. What is the scale factor for length, width, & height? __________ What is the volume of Prism 1? __________ Prism 2? ____________ What is the scale factor for the 2 volumes? ___________ OR ________ X 2 125 cm³ 1000 cm³ X 8 X 2³ 10 5 10 5 5 10

  40. Measurement In The Middle School World Jennifer Meggett Jennifer.Meggett@nisd.net Christine Giovannelli Christine.Giovannelli@nisd.net

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