Возрастная группа: 2 Virginia - Mathematics Standards of Learning (2009): 1.9, 2.11a,

Transcription

1 1 План урока Measuring Length Using Ruler - Inches Возрастная группа: 2 Virginia - Mathematics Standards of Learning (2009): 1.9, 2.11a, K.8 Virginia - Mathematics Standards of Learning (2016): 2.8.a Fairfax County Public Schools Program of Studies: 1.9.a.1, 1.9.a.4, 2.11.a.1, 2.11.a.2, 2.11.a.3, K.8.a.1, P rek.7.a.1 Онлайн ресурсы: Do l l H o use s,, Of f t he She l f Opening Teacher present s Students pract ice Class discussion 5 мин 8 мин 20 мин 1 2 мин M at h Obj ect ives E xpe ri e nc e using a ruler to measure the length of objects in Inches. P rac t i c e comparing objects of different lengths. De vel o p understanding the concept of length and standard metric units of measure. Ope ni ng 5 мин

2 2 Provide one ruler for each student, and one to use when demonstrating. Say: Humans established a standard unit of measurement, which is used all over the world. Standard unit of measurement of length is a mediator by which we compare measurement of all other lengths. That s how two different people, from two different places, can measure and compare different lengths. One type of such standard unit is ii nc h. When, for example, we say the length of a notebook is 20 inches, we mean to say the length of the notebook contains 20 times a segment of 1 inch. Present rulers to students, and draw a model of the ruler, divided to scale marks, on the board. Say: What tool is this? A ruler. Say: What do we use this tool for? To measure objects, leading them toward length or height (rather than saying mass or capacity). Say: What do you notice on this ruler? Sample answers, numbers, inches, lines. Say: What numbers are on the ruler? Sample answers, depends on the type of the ruler. Notice that the ruler we are working with is divided into small parts, each one of them is 1 in. long. If the zero is not on the ruler, Say: What number is not on the ruler? Ask: How do we use this measuring tool?

3 3 If I want to measure the length of a certain object, the ruler s 0- mark must be aligned with the beginning (or ending) point of the measured object, and then the number on the ruler, at t the other end of the object, is the length of that object. Draw an object next to the ruler on the board and demonstrate how you measure the length of the object. Next, demonstrate measuring the length of a certain book, making use of the ruler. N o t e for the teacher: This part of the Opening is an optional discussion. If your class is not familiar with measurement of a yard, at this current stage, this section can be omitted. Ask: How many inches are there in 1 yard? In 1 yard there are 36 in. Ask: Estimate the length of your eraser in inches. Ask: Estimate the length of your notebook in inches. Ask: Estimate the length of the crayon in inches. Continue with other small sized objects. Ask: Should we measure the length of the classroom in inches? Begin a discussion about other measuring tool options, for larger objects. Ask: Estimate the length of the student s desk. Measure the length of the desk, using the ruler, and point out the closest estimations. Ask: Estimate whether the length of your pencil is longer or shorter than 5 in.? There are pencils longer than 5 in. and there are pencils shorter than

4 4 5 in. Ask each student to measure his/her pencil, using the ruler, to establish or disprove their estimation. T e ac he r prese nt s M at h game : Do l l H o use s - M e asure H e i ght (i n) 8 мин Using Preset mode, and a projector, present Matific s episode Do ll H o usu s e s - M e a s ure H e ight (in) to the class. This episode practices measurement of length,in inches, using a ruler. Measure and compare the heights (length) of several objects. Example : Say: In this episode we are asked to measure the height of different dollhouses, using inches. Ask: How should we measure the houses height?

5 5 By using the ruler. Ask: What should we pay attention to when we are measuring with the ruler? 1.) We rotate the ruler so it would aligned with the side of the house we are measuring. 2.) The rulers number side must face, and be attached, to the house. 3.) The rulers 0-mark must be aligned with the bottom of the house. Say: In this episode, when measuring the house, the height is not an exact number of inches. Therefore, we should measure to the nearest inch. Ask: What is the height of the left house? The height of the left house is 4 inches. Insert the number 4, in the box provided, above the first house. Place the ruler next to the middle house. Ask: What is the height of the middle house? The height of the middle house is 2 inches. Insert the number 2, in the box provided, above the middle house. Place the ruler next to the house on the right. Ask: What is the height of the right house? The height of the right house is 5 inches. Insert the number 5, in the box provided, above the house on the right. Press. Example :

6 6 Say: Please read the instructions at the bottom of the screen. Students can read the instructions. Ask: Which is the tallest house? The height of the left house is 4 inches, the height of the middle house is 2 inches and the height of the right house is 5 inches, so the right house is the tallest. St ude nt s prac t i c e M at h game : Do l l H o use s - M e asure H e i ght (i n) 20 мин Have students play Do ll H o us e s - M e a s ure H e ight (in) and Of f t he S he lf - M e a s ure L e ngt h (in) on their personal devices. Circulate answering questions. Cl ass di sc ussi o n 12 мин

7 7 Discuss any problems students faced while working individually. Ask the class for responses relating to how they dealt with any issues their classmates brought up. Ask students to use his/her ruler and draw in his/her notebook 4 lines. The first 2 in. long, the second 4 in. long, the third 7 in. long and the fourth 11 in. long. Ask students to share how they drew the lines. Discuss the guidelines for using a ruler to measure objects. Including: 1. We measure using a ruler (and not by the eye or estimation). 2. We aligned the ruler with the length we are measuring, while facing the ruler s number side to the measured object. 3. We aligned the ruler s 0-mark with the beginning (or ending) point of the measured object. 4. The length is the number on the ruler, which is at the other end of the object. 5. We have to point out the units of measure. For example, we should say "the length of the line is 3 inches" and not just "the length of the line is 3" ("3 what?"). Handout a worksheet, containing different geometrical shapes (see below), to each student. Instruct students to use the ruler to measure the edges of each shape. Say: Try to be as accurate as possible, and use the rules we have written on board. Ask students to check their own measurements based on the above list, and circulate to make sure they are correctly measuring the lines. Print a ble H a ndo ut : Ge o m e t ric S hape s

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