Measurement. Sole Mates. Activity:

Transcription

1 Activity: TEKS: Overview: Materials: Grouping: Time: Sole Mates (K.10). The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to: (B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same); Comparing the areas of two-dimensional figures is a new concept for students. Since this is the first year that area is part of the TEKS, there will be new vocabulary that needs to be introduced to the students. The list of vocabulary words needed for this lesson includes covers more, covers less, covers the same, larger than, smaller than, same as, longer than, wider than, length, width, and area. The Foot Book by Dr. Seuss Music (Footloose or These boots are made for walking), Loggins, K. & Pitchford, D (1984). Footloose. Hazelwood, L. (1966). These boots are made for walkin. Reprised Records. Overhead 2 transparencies 2 different colored transparency markers Pencils Scissors 8½x11 different colors of construction paper Area Checklist Assessment Whole Group and Pairs 45 minutes Lesson: 1. Focus: Read The Foot Book by Dr. Seuss. Ask students the following question after reading the book. How would you describe your foot? Give students time to describe their feet. Have two students come to the front of the Ask the two students: How does Sole Mates Page 1

2 class and have them sit so that the soles (bottoms) of their shoes are touching. Lead the students in a discussion to determine that one student s feet are longer and wider than the other student s feet. Have students pair up and compare their feet. 2. Mingle to Music : Play music while students walk around comparing feet. When music stops, students are to find a student whose foot fits each of the following descriptions: A. Find someone whose foot is the same as yours. B. Find someone whose foot covers more than your foot. C. Find someone whose foot covers less than your foot. the size of your feet compare to your partners? Possible student responses are: It s bigger. It s smaller. Teacher asks: How do you know? Possible student response is: I can see the sole of their shoe. You want to use thumbs up for assessment. If your foot covers more than, show a thumbs up. If your foot covers less than, show a thumbs down. If your foot covers the same as, thumbs sideways. Be sure students are paired with a different student each time. After completing each activity, gather the students in circle time and ask the following reflection questions: A. Did you find someone whose foot was the same size as yours? How did you know it is the same? How did you determine they were the same? If you did not find a partner, why not? B. Did you find someone whose foot covers more than your foot? If you did not find a partner, why not? How did you determine which one covered more? Are those all the ways to cover more than? C. Did you find someone whose foot covers less than your foot? Sole Mates Page 2

3 3. Using the same two students that you previously used, ask: How can we determine if student 1 name s or student 2 name s foot covers more area? Lead the students to determine that you can trace two sets of feet on paper and lay one on top of the other. For demonstration purposes, trace the same foot of each child (either both right feet or both left feet) onto a transparency using 2 different colored pens. If you did not find a partner, why not? How did you determine which one covered less? What does it mean to cover less than? Are those all the ways to cover less than? Ask: Which foot covers more area? Which foot covers less area? Do they cover the same area? How do we know? Show on the overhead the traced feet, and demonstrate to students how to line up the feet at the in-steps. Pair the students with another child. Each person in each group has a different color of construction paper. Have students trace each others feet on colored construction paper. Students need to be standing with shoes on while tracing their feet. This will insure that the same amount of pressure is exerted. Students need to label their right cut-out foot with an R and their left cut-out foot with an L. Have students cut out their traced feet. Each student will now have two paper feet. 4. Have students swap one cut-out foot with their partner so that each person has two different colored feet. Each student should now have either two cut-out right feet or two cut-out left feet. Ask the students to place one of their cut-out feet on top of the other Check to see that students have larger cut-out foot on the bottom. Pairs of students in groups should have the same color foot on top. Students should be able to tell you Sole Mates Page 3

4 with the larger cut-out foot on the bottom. Ask the students: Why do you think that foot is larger than the other foot? Have the students explain why they think they have placed the larger cut-out foot on the bottom. 5. Then ask the students to make sure that the smaller cut-out foot is on the top. Ask the students the following question: Why do you think that foot is smaller than the other foot? Have the students explain why they think they have placed the smaller cut-out foot on top. 6. Take all the feet and mix them up in a bag. Have each child draw two feet out of the bag and have them explain the relationship between the two feet. that they compared feet sole to sole. Students should be able to explain that the larger cut-out foot covers all of the smaller cut-out foot. They also should be able to explain that the larger cut-out foot is longer and wider than the smaller cut-out foot. Check to see that students have the smaller cut-out foot on top. Students in groups should have the same color cut-out foot on top. Students should be able to explain that the smaller cut-out foot does not cover all of the larger cut-out foot. They also should be able to explain that the smaller cut-out foot is shorter and thinner than the larger cut-out foot. They will have to tell you whether one covers more, covers less, or covers the same. Assessment: Extensions: Take all the feet and mix them up in a bag. Have each child draw two feet out of the bag and have them explain the relationship between the two feet. They will have to tell you whether one foot covers more, one covers less, or they cover the same. Use the Area Checklist Assessment for documentation. Have students take home construction paper and trace their family members feet onto the paper. Have the students cut out the feet and compare the size of the cut-out feet. Have the students place the cutout feet in order from covers more to covers less. Resources: Geisel, T. S. (1986). The foot book. New York: Random House Loggins, K. & Pitchford, D (1984). Footloose. Hazelwood, L. (1966). These boots are made for walkin. Reprised Sole Mates Page 4

5 Records. Modifications: Instead of students tracing and cutting out feet, the teacher may have to trace the feet and cut them out. This will depend on the developmental level of the students. The teacher may also use shapes instead of feet, but the shapes have to be similar. That is, the shapes have to all be squares, or all circles, or all triangles that are proportional to each other and can easily be laid one on top of the other. Once students have demonstrated an understanding of covers more, covers less, and covers the same with the feet, use other manipulatives of similar proportions to demonstrate mastery of this concept. No matter what the application, students should be able to demonstrate and explain using the vocabulary the concepts of covers more, covers less, and covers the same as. Sole Mates Page 5

6 Area Checklist Assessment Student Name Model Explain Vocabulary Teacher Observation Grading Scale S - Struggling: Student does not demonstrate the understanding of how to compare and is unable to explain the process. E - Emerging: Student has an understanding of how to compare but is unable to model it correctly or consistently, and has difficulty explaining the process. D - Developed: Student demonstrates how to compare correctly on a consistent basis and is able to explain the process. Sole Mates Page 6