Enhanced Instructional Transition Guide

Transcription

1 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Unit 07: Measurement (15 days) Possible Lesson 01 (9 days) Possible Lesson 02 (3 days) Possible Lesson 03 (3 days) Possible Lesson 01 (9 days) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis: Students select the standard units, customary and metric/si, to estimate and measure classroom items. Students use standard units of linear measure to continue their investigations of perimeter and area. Students use grid models to investigate and find the area of a figure in square units. TEKS: The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. The student is expected to: 3.11A Use linear measurement tools to estimate and measure lengths using standard units. Supporting Standard 3.11B Use standard units to find the perimeter of a shape. Readiness Standard 3.11C Use concrete and pictorial models of square units to determine the area of two-dimensional surfaces. page 1 of 127

2 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Supporting Standard Underlying Processes and Mathematical Tools TEKS: 3.14 Underlying processes and mathematical tools. The student applies mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: 3.14A Identify the mathematics in everyday situations. 3.14D Use tools such as real objects, manipulatives, and technology to solve problems Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to: 3.15A Explain and record observations using objects, words, pictures, numbers, and technology. 3.15B Relate informal language to mathematical language and symbols. Performance Indicator(s): page 2 of 127

3 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Grade 03 Unit 07 PI 01 Estimate and measure a figure to the nearest standard unit. Calculate the perimeter for the figure to the nearest standard unit. Justify in writing how the length and perimeter measures were determined. Sample Performance Indicator: The figure below shows a tile that Mrs. Garza wants to use in a design in her kitchen. Create a graphic organizer to record: (1) an estimate of the length of each tile side in inches and centimeters; (2) the length of each tile side measured to the nearest half inch and centimeters to the nearest whole centimeter using a ruler; (3) the calculated perimeter of the tile in both inches and centimeters; (4) the total length of 3 of these tiles laid end-to-end (smaller-side to smaller-side); and (5) a written explanation with a justification of each perimeter measure found. Standard(s): 3.11A, 3.11B, 3.14A, 3.14D, 3.15A, 3.15B ELPS ELPS.c.1E, ELPS.c.5B Grade 03 Unit 07 PI 02 Use a grid to create a design (e.g., letters in your name, a garden area, etc.) consisting of whole and half square units. Calculate the area of the design in square units. Justify in writing how the area was determined. Sample Performance Indicator: Use the square units on a grid to outline and shade the letter of the first initial of your name. Be sure to use both whole and half square units. Calculate the area of the shaded part of the figure, and record a written explanation of how the area was determined. Standard(s): 3.11C, 3.14D, 3.15B ELPS ELPS.c.4D, ELPS.c.5B Key Understanding(s): Fractional markings on linear measurement tools, such as a ruler, can be connected to location of fractional values on a number line, allowing for more precise measurements in problem situations. page 3 of 127

4 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Length is an attribute that can be approximated, measured, compared, and ordered. Standard units for linear measure consist of customary units and metric units. The perimeter of a figure is a linear measure that can be determined by estimating each side length of the figure and expressing the total with appropriate units, and it is calculated by adding the exact lengths of each side of the figure and expressing the total with appropriate units. The area of a figure on a grid is the space within the indicated figure and can be determined by counting or adding-up the number of square units, including half units, within the figure. The area of a rectangle can be determined by finding the length and width of the figure and expressing the product of those dimensions in appropriate square units. Misconceptions: Some students may think that when measuring linear length, you place the edge of the ruler at the starting point instead of at the zero mark on the ruler. Some students may think when measuring length to the closest whole number, the marking is another whole number marking. If students are unsure about reading to halves, remind them of their handmade ruler and that the extra tic mark between 0 and is used to help determine if the line segment is closer to 0 or closer to. Some students may think when creating a ruler, fractional markings all have the same value and thus, become confused about the markings. For example, when marking they read the fourth markings all as. After marking fourths, remind students how to measure length by sliding your finger along the ruler and reading length of, length of, etc. Some students may think that 30 centimeters is equal to12 inches because of the way standard rulers are produced. Vocabulary of Instruction: customary system metric/si system standard units length width height kilometer meter centimeter page 4 of 127

5 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days linear perimeter area mile yard foot inch decimeter millimeter half fourth Materials List: base-ten blocks (10 10-longs, 10 units) (1 set per student, 1 set per teacher) (previously created in Unit 01 Lesson 01 Engage 1) bulletin board paper (48 1/2 x 48 1/2 ) (1 sheet per class) cardstock (10 sheets per teacher) color tiles (40 per teacher) construction paper (9 x 12 ) (3 sheets per 3 4 students) construction paper (9 x 12 ) (3 sheets per 3 4 students) crayons (identical boxes, 16 and 24 to a box) (2 boxes per teacher) crayons (identical boxes, 48 to a box) (6 boxes per teacher) glue (1 per teacher) index card (1 per student) index card (1 per student) magazines/newspapers (optional) (2 3 per student) marker (1 per student) markers (1 set per 3 4 students) markers (same length) (1 2 per teacher) math journal (1 per student) meter stick (1 per 3 4 students) objects (miscellaneous, 1 5 cm in length) (4 per 3 4 students) paper (plain) (1 sheets per student) paper (plain, 8 1/2 x 11 ) (2 sheets per student) paper (plain, 8 1/2 x 11 ) (2 sheets per student) pencil (unsharpened) (1 per student, 1 per teacher) plastic zip bag (sandwich size) (1 per 3 4 students) page 5 of 127

6 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days plastic zip bags (sandwich sized) (1 per student, 1 per teacher) ruler (customary and metric units) (1 per student, 1 per teacher) scissors (1 per 3 4 students) scissors (1 per teacher) STAAR Reference Materials (1 per student, 1 per teacher) STAAR Reference Materials (2 per teacher) tape (1 roll per 3 4 students) textbook (or any same-size book) (1 per student) wedge eraser (approximately 6 cm in length) (1 per teacher) yardstick (1 per 3 4 students) Attachments: All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Visuals for Customary Length Customary Units Tri-Fold Flip Book Directions Customary Ruler Customary Broken Ruler Read That Ruler! Customary KEY Read That Ruler! Customary Which Answer is Correct and Why? page 6 of 127

7 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Customary Length Notes/Practice KEY Customary Length Notes/Practice Customary Ruler Practice KEY Customary Ruler Practice Visuals for Metric Length Metric Units Metric Ruler To the Nearest Metric Recording Sheet Read That Ruler! Metric KEY Read That Ruler! Metric Metric Length Notes/Practice KEY Metric Length Notes/Practice Metric Ruler Practice KEY Metric Ruler Practice Additional Combined Measures Practice KEY Additional Combined Measures Practice Textbook Perimeter Finding Perimeter Using a Scale KEY page 7 of 127

8 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Finding Perimeter Using a Scale Perimeter Scavenger Hunt Estimate and Measure Perimeter Practice KEY Estimate and Measure Perimeter Practice Dot Paper Finding Area Notes and Practice KEY Finding Area Notes and Practice Finding Area Using a Scale KEY Finding Area Using a Scale Finding Area Practice KEY Finding Area Practice Broken Ruler 2 Measurement Station Task Cards Measurement Station Recording Sheet KEY Measurement Stations Recording Sheet Crayon Box Perimeter Mat Sample KEY Crayon Box Perimeter Mat Crayon Box Area Mat Sample KEY page 8 of 127

9 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Crayon Box Area Mat Measurement Evaluation KEY Measurement Evaluation GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. Suggested Day Suggested Instructional Procedures Notes for Teacher 1 Topics: Non-standard linear measures Standard linear measures Engage 1 Students investigate linear measure by comparing non-standard units of measure to standard units of measure. MATERIALS Spiraling Review math journal (1 per student) Instructional Procedures: 1. Select 4 student volunteers (with varying foot sizes) to come to the front of the classroom. Instruct each student to walk heel-to-toe along a well-defined length in the classroom. As each student walks this length, instruct the whole class to count the steps aloud. Record each student s total number of steps for the class to see. Instruct students to use their math journal to record these same measures. page 9 of 127

10 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Ask: Since these are rough measurements, what kinds of words could be used to describe each total? Answers may vary. About, estimated, almost, a little more than, a little less than, between and ; etc. Why weren t all these measurements the same? (The feet of each student were different sizes.) 2. Explain to students that using body measures, or non-standard units of measure, is a problem because the measures are different for different people. By using standard units of measure, the problem is solved because standard units never change. They are the same for everyone. If two people used standard units of measure to measure the same object, the measurements would be the same or almost the same. Emphasize to students that a standard unit is a unit of measure that has been defined by a recognized authority, such as a government or standards organization. For example, inches, meters, seconds, liters, pounds, and grams are all standard units. Topics: Customary units of length Explore/Explain 1 Students investigate customary units of length, including inches, feet, and yards and connect these units to the STAAR Reference Materials. Instructional Procedures: Spiraling Review ATTACHMENTS Teacher Resource: Visuals for Customary Length (1 per teacher) Teacher Resource: Customary Units (1 per teacher) page 10 of 127

11 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 1. Prior to instruction, create a Customary Length poster by copying teacher resources: Visuals for Customary Length and Customary Units and gluing to a sheet of bulletin board paper. Allow room to add to the poster later in the lesson. 2. Explain to students that one system of standard units that has developed over time is the customary system of measurement. In this system, the basic unit of length is the inch. Emphasize that the customary measurement system is the system used in the United States for measuring length, volume, and weight. 3. Distribute a ruler to each student. Explain to students that they can use their finger to estimate 1 inch. Demonstrate how to do this by bending your finger and aligning a ruler with zero starting at one joint and measuring to the other joint. Allow time for students to confirm the estimation with a ruler. 4. Explain that although the space between the joints is not an exact measurement, it is a good estimate or approximation of an inch. Ask: What are some other objects that might be about 1-inch long? Answers may vary. The length of a small paper clip; a color tile; etc. Notes for Teacher Teacher Resource: Tri-Fold Flip Book Directions (1 per teacher) Handout: Tri-Fold Flip Book Directions (1 per student) MATERIALS bulletin board paper ( 48 1/2 x 48 1/2 ) (1 sheet per teacher) glue (1 per teacher) ruler (customary and metric units) (1 per student, 1 per teacher) STAAR Reference Materials (1 per student, 1 per teacher) construction paper (9 x 12 ) (3 sheets per 3 4 students) scissors (1 per 3 4 students) markers (1 set per 3 4 students) yardstick (1 per 3 4 students) tape (1 roll per 3 4 students) paper (plain, 8 1/2 x 11 ) (2 sheets per student) magazines/newspapers (optional) (2 3 per student) page 11 of 127

12 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Remind students that even though these are nonstandard units of measure, they are still good estimates of standard measures. 5. Facilitate a discussion regarding which customary units could be used to measure distances in a sunflower seed-spitting contest. Ask: Which customary unit of length would be the best unit to use to measure the distance a sunflower seed has been spit? (inches or feet) What other customary units of length are there? (yards or miles) Why are these units not as appropriate for measuring the distances in the contest? Answers may vary. With larger units, it is harder to get precise measurements of shorter distances; etc. 6. Place students in groups of 3 4. Distribute 3 sheets of construction paper and 1 pair of scissors to each group. Also distribute a STAAR Reference Materials chart to each student. 7. Model the following process for the whole class: (1) Instruct 1 student from each group to fold a sheet of construction paper in half lengthwise (hot-dog fold) and then cut along that fold. (2) Instruct another student in the group to take one of the half-sheets of paper and use a ruler to draw a horizontal one-inch line segment on it with a marker. (3) Instruct another student in the group to label the line segment 1 inch, and then trim the remaining pieces of construction paper from the edges of the drawing, creating a 1 inch piece of construction paper. TEACHER NOTE STAAR Reference Materials should be made available to students at all times. TEACHER NOTE In order to produce rulers that are consistent with the rulers on the STAAR Reference Materials, follow these steps: 1. Set the print menu to print the pages at 100% by selecting None or Actual size under the Page Scaling/Size option. 2. Print on paper that is wider than 8 ½ inches, such as 11 by 17 inch paper. 3. Trim the paper to 8 ½ by 11 inches so that the rulers will be on the edge of the paper. TEACHER NOTE According to the Publication Manual of the American Psychological Association (5 th ed.), periods (.) are not used after abbreviations for units of measure. However, when using inches, a period is used (in.) because it could be misread. The same is true for page 12 of 127

13 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher gallons a period is used (gal.) to distinguish it from the word gal. 8. Instruct students to look at the other half piece of construction paper. Ask: About how many inches long is this sheet of construction paper? Answers may vary. How do you know? Answers may vary. I used the 1-inch line segment previously drawn to determine the approximate length; I used my finger joint to estimate the length; etc. TEACHER NOTE Although students are not responsible for converting measurement units, it is important that they have experience with models that demonstrate the relationships among different units of measurement. students should also be able to realize that it will take more feet to measure an item than a yard. (VanDeWalle, 2006) Instruct students to measure the length of the other half of the construction paper using their rulers. Ask: How long was the length of construction paper? (12 inches) What is another name for 12 inches? (a foot) How do you know? Answers may vary. It s on the STAAR Reference Materials chart; etc. 9. Display a copy of the STAAR Reference Materials chart for the class to see. Explain to students where to find the relationships modeled by their paper strips on the chart. Instruct students to find the customary length relationships on their STAAR Reference Materials chart. page 13 of 127

14 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR Reference Materials. Austin, TX: Author. 10. Instruct students in each group to draw a horizontal line segment along the middle of this half sheet of construction paper and label it 1 foot. 11. Instruct students to fold and cut the remaining 2 sheets of construction paper the same way as the first sheet to create 4 strips of construction paper. Explain that sometimes large objects need to be measured. Although multiple standard rulers can be used, it can be difficult. Ask: TEACHER NOTE If time allows, students may search for 3 magazine or newspaper pictures for each appropriate unit of measure. They should cut and glue each picture under the appropriate flap of their booklet. If you measure more than one foot, what are these measures called? (feet) page 14 of 127

15 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Distribute one yardstick to each student group. Ask: Suggested Instructional Procedures Notes for Teacher How many feet or standard rulers will fit end to end to equal the length of one yard? (3 feet) How do you know? Answers may vary. It s on the STAAR Reference Materials chart; etc. 12. Distribute a roll of tape to each group. Instruct students to lay their strips end-to-end until they have 1 yard. Instruct them to tape these strips together and turn the large strip they created over onto the non taped side. Label this strip 1 yard. Monitor students to ensure they do not overlap the ends of their pieces of paper. Instruct students to lay the 1 inch, 1 foot, and 1 yard paper strips one above the other so that the 1-inch strip is above the 1-foot strip etc. Instruct students to compare and contrast each customary measurement length in their groups. Some students may be able to see that there are 36 inches in the yard after comparing the inch measure with the foot and then with the yard. Other students may realize that it would take more of the inch strips to measure an item than the foot strip etc. Allow time for students to compare and discuss their models. Facilitate a class discussion allowing students to share their observations. 13. Glue one set of student created strips on the Customary Length poster. Facilitate a discussion regarding the visuals previously glued to the poster. Display the poster in the room for students to use as a reference for later measurement activities. page 15 of 127

16 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher 14. Distribute handout: Tri-Fold Flip Book Directions and 2 sheets of blank paper to individual students. Use the directions to model for students how to make a tri-fold book. Instruct students to label the cover of each flap as follows: (1) Inches, (2) Feet, and (3) Yards. Allow time for students to cut and label their books. Instruct students to complete their trifold books by writing one item per page under each flap that would most appropriately be measured using the unit on each cover. If time allows, instruct students to use the back of their booklets to list 3 items that could be measured in miles. Monitor and assess students to check for understanding. 2 Topics: Customary units of length Explore/Explain 2 Students use rulers to measure various customary units of length. Instructional Procedures: Spiraling Review ATTACHMENTS Teacher Resource: Customary Ruler (1 per teacher) Teacher Resource: Customary page 16 of 127

17 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 1. Facilitate a class discussion to debrief and discuss the items students placed in each category of their previously created flip books. 2. Display teacher resource: Customary Ruler and an unsharpened pencil for the class to see. Do not place the pencil on the ruler at this time. Invite students to estimate the length of the pencil. 3. Ask: About how long is the pencil in inches? Answers may vary. 4. Invite a student to demonstrate how to measure an object to the nearest inch using teacher resource: Customary Ruler. Instruct the student to locate 0, or the line that represents zero, and carefully align the ruler with one end of the pencil. Ask: To the nearest inch, how long is this pencil? (about 8 inches) How do you know? Answers may vary. If one end of the pencil is aligned with the zero mark, you can read the inch mark at the other end of the pencil; etc. 5. Explain to students that when reporting a measurement, it is essential to name the unit of measure as well as the numerical value. Remind students that the abbreviation for the word inch is in. 6. Display teacher resource: Customary Broken Ruler for the class to see. Distribute handout: Customary Broken Ruler and an unsharpened pencil to each student. Ask: Notes for Teacher Broken Ruler (1 per teacher) Handout: Customary Broken Ruler (1 per student) Teacher Resource: Read That Ruler! Customary KEY (1 per teacher) Teacher Resource: Read That Ruler! Customary (1 per teacher) Handout: Read That Ruler! Customary (1 per student) Teacher Resource: Which Answer is Correct and Why? (1 per teacher) Teacher Resource (optional): Customary Length Notes/Practice KEY (1 per teacher) Handout (optional): Customary Length Notes/Practice (1 per student) Teacher Resource (optional): Customary Ruler Practice KEY (1 per teacher) Handout (optional): Customary Ruler Practice (1 per student) MATERIALS pencil (unsharpened) (1 per student, 1 per teacher) page 17 of 127

18 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures How is this ruler different than a standard ruler? Answers may vary. It does not begin with zero; part of the ruler is broken off; etc. Notes for Teacher index card (1 per student) marker (1 per student) Instruct students to measure the length of their pencil with the broken ruler on the handout. Ask: What would the measure of the pencil be if you measure the pencil beginning with the number 3 on the customary side of the ruler? (about 8 inches) 7. Using the displayed teacher resource: Customary Broken Ruler, facilitate a discussion explaining how to read a measurement beginning at a starting point other than 0. Demonstrate the process as students follow along. Ask: The pencil appears to be how long? (about 11 inches) Is the pencil 8 inches in length or 11 inches in length? (about 8 inches) How do TEACHER NOTE In order to reproduce materials requiring linear measure that are consistent with intended measurements noted on the KEY, set the print menu to print the handout at 100% by selecting None or Actual size under the Page Scaling/Size option. TEACHER NOTE Some may consider the terms accuracy and precision synonymous. However, in measurement, the more and more precise the measuring units, the closer you get to true accuracy of the measure. page 18 of 127

19 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures you know? Answers may vary. The pencil is 8 inches because we need to subtract the 3 inches from the 11 inches; we started measuring at 3 inches; I counted the number of inch spaces from the 3 to the 11; etc. Example: Notes for Teacher If time allows, give students other places to begin measuring the pencil on the ruler illustration to determine the length. 8. Display teacher resource: Read that Ruler! Customary. Explain that in second grade students were expected to find fractions closer to zero, closer to one-half, or closer to one. This year they will be using fractional measurements to determine length. In order to measure to the nearest fourth or half on a standard ruler, they will be using the tic marks between the inch marks on the ruler. Invite a student to demonstrate to the class how to read the fractional measurements using the displayed ruler. Instruct the student to slide their finger along the ruler as they count: inch markings (1 inch, 2 inch, etc.), half-inch markings (0,, 1), and quarter-inch markings ( ). Instruct students to chorally count the fractional measurements as the demonstrator repeats sliding their finger along their ruler. 9. Distribute handout: Read that Ruler! Customary, one index card, and a marker to each student. Facilitate a discussion to explain how to complete handout: Read that Ruler! Customary. Emphasize to students that there are specific steps that should be followed each time they measure. Step 1: Using an index card as a straight edge, mark the beginning and end of the line segment being measured by drawing vertical line segments extending to the ruler. TEACHER NOTE In handout: Read that Ruler! Customary some problems show the line segment not aligned with zero. Students should still count the units in between. Some students may verify with subtraction, others may count up, and still others may count individually. Both national and state assessments have developed questions about measurement where one page 19 of 127

20 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher end of the item to be measured is not aligned with 0 on the ruler. Step 2: Identify the beginning and ending points on the ruler (e.g., 0 inches and 4 inches), Step 3: Mark each whole space by drawing a horizontal line segment between each number to determine the measure (e.g., 0 to 1, 1 to 2, 2 to 3, and 3 to 4), Step 4: Count the number of spaces marked. Ask: How many inch spaces were between the beginning and end points of the line segment? (4) How long is the line segment? (4 inches) 10. Allow time for students to complete problems 2, 3, and 4 on the handout. Monitor and assess students to check for understanding. When all students have completed page 1, page 20 of 127

21 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures facilitate a discussion inviting students to share their measurements and how they determined the measurement. Ask: Notes for Teacher How did you determine the length of the line segment when it did not begin at the zero point? Answers may vary. I counted whole unit segments; etc. 11. Instruct students to look at problem #4. Ask: How could the length of 3 of these line segments be determined? Answers may vary. You could add the measurement the number of times indicated; you could multiply the measure the number of times necessary; etc. 12. Display teacher resource: Which Answer is Correct and Why? for the class to see. Instruct students to decide on the correct measurement and why it is the better answer. Ask: ADDITIONAL PRACTICE Optional handout: Customary Length Notes/Practice, and Customary Ruler Practice are available for students who need more practice with measuring to the nearest inch or half-inch. To the nearest inch, how long is this crayon? (4 inches long) How do you know? (The tip of the crayon is closer to the 4-inch mark than it is to the 5-inch mark.) To the nearest half-inch how long is the crayon? (4 1/2 inches long) Explain. (The tip of the crayon is closer to the half-inch mark than the 4-inch mark.) When might it be useful to measure to the nearest half inch instead of to the nearest inch? Answers may vary. When you want a more accurate measurement and/or the object you are measuring does not end exactly at an inch mark; etc. page 21 of 127

22 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures How is measuring to the nearest half inch similar to and different from measuring to the nearest inch? Answers may vary. They are similar in that you line up the object to the left side or 0; they are different in that you identify the nearest half-inch mark on the other side of the object, not the nearest inch mark; etc. Notes for Teacher 13. Allow time for students to complete problems 5, 6, 7, and 8 on handout: Read that Ruler! Customary. Monitor and assess students to check for understanding. When all students have completed page 2, facilitate a discussion inviting students to share their measurements and how they determined the measurement. Ask: How did you find the length to the nearest inch when the line segment did not line-up exactly with the inch mark? Answers may vary. I found the inch mark that is closest to the end of the line segment; etc. 14. Instruct students to look at problem 9 on handout: Read that Ruler! Customary. Ask: What is the first step of the measuring process? (mark the beginning and ending of each line segment) Instruct students to mark the beginning and end of the line segment in problem 9. What is Step 2? (identify the beginning and ending points.) What are the beginning and end points of this line segment? (0 and ) What is Step 3? (mark the whole spaces) What do you notice about the last inch space? (There is a part of an inch that is page 22 of 127

23 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day not a whole inch.) Suggested Instructional Procedures Notes for Teacher What is the fractional part of the inch? ( ) How many whole inches did you count? (2 inches) How long is the line segment? ( inches) 15. Instruct students to complete the remaining pages of the handout for homework. 3 Topics: Metric units of length Explore/Explain 3 Students investigate metric units of length, including millimeters and centimeters, and connect these units to the STAAR Reference Materials. Instructional Procedures: 1. Prior to instruction, create a Metric Length poster by copying teacher resources: Visuals for Metric Length and Metric Units and gluing it to a sheet of bulletin board paper. Allow room to add to the poster later in the lesson. 2. Prior to instruction, if base-ten blocks have not been organized into plastic zip bags in a previous lesson, place10 10-longs, and 10 units in plastic zip bags, 1 set per student and 1 set per teacher. 3. Facilitate a class discussion to debrief and discuss previously assigned handout: Read Spiraling Review ATTACHMENTS Teacher Resource: Visuals for Metric Length (1 per teacher) Teacher Resource: Metric Units (1 per teacher) Handout: Tri-Fold Flip Book Directions (1 per student) MATERIALS bulletin board paper (48 1/2 x 48 1/2 ) (1 sheet per class) glue (1 per teacher) ruler (customary and metric units) (1 page 23 of 127

24 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures that Ruler! Customary. 4. Explain that in the United States, two measurement systems are used. One system is called the customary system and uses units such as the inch, foot, yard, and mile to measure. The other system is called the metric/si system and uses units such as millimeter, centimeter, meter, and kilometer to measure length. 5. Distribute a ruler to each student. Explain to students that they can use the width of their finger to estimate one centimeter. Demonstrate how to do this by aligning a ruler with zero starting at one side of your finger and ending at the other side of your finger. Allow time for students to confirm the estimation with a ruler. 6. Explain that although the space between the sides of the finger is not an exact measurement, it is a good estimate or approximation of a centimeter. Ask: Notes for Teacher per student, 1 per teacher) base-ten blocks (10 10-longs, 10 units) (1 set per student, 1 set per teacher) (previously created in Unit 01 Lesson 01 Engage 1) plastic zip bags (sandwich sized) (1 per student, 1 per teacher) construction paper (9 x 12 ) (3 sheets per 3 4 students) scissors (1 per 3 4 students) tape (1 roll per 3 4 students) meter stick (1 per 3 4 students) STAAR Reference Materials (1 per student, 1 per teacher) paper (plain, 8 1/2 x 11 ) (2 sheets per student) magazines/newspapers (optional) (2 3 per student) What are some other objects that might be about 1 centimeter long? Answers may vary. The width of a large paper clip; unit cubes; etc. Remind students that even though these are nonstandard units of measure, they are still good estimates of standard measures. TEACHER NOTE In order to produce rulers that are consistent with the rulers on the STAAR Reference Materials, follow these steps: page 24 of 127

25 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 7. Facilitate a class discussion regarding what metric units could be used to measure distances in a beetle-crawling contest. Ask: Which metric unit of length would be the best unit to use to measure the distance a beetle has crawled? Answers may vary. Centimeters; millimeters; etc. What other metric units of length are there? Answers may vary. Meters; kilometers; etc. Why are these units not as appropriate for measuring the distances in the contest? Answers may vary. With larger units, it is harder to get precise measurements of shorter distances; etc. 8. Distribute a set of base-ten blocks to individual students. Instruct students to look at the centimeter side of a standard ruler. Instruct students to use the metric side of the ruler to measure all sides of the unit cube. Ask: What is the length of a base ten unit cube? (one centimeter on each side) Notes for Teacher 1. Set the print menu to print the pages at 100% by selecting None or Actual size under the Page Scaling/Size option. 2. Print on paper that is wider than 8 ½ inches, such as 11 by 17 inch paper. 3. Trim the paper to 8 ½ by 11 inches so that the rulers will be on the edge of the paper. TEACHER NOTE Many purchased standard rulers do not label the metric side of the ruler in the same way. Some rulers are labeled centimeters and others are labeled millimeters. Check the rulers that are used by the students to avoid confusion. If both types of rulers will be used, it will be necessary to explain that both indicate metric units of measure. 9. Place students in groups of 3 4. Distribute 3 sheets of construction paper and a pair of scissors to each group. Also distribute a STAAR Reference Materials chart to each student. 10. Model for the whole class the following process: (1) Instruct 1 student from each group to fold a sheet of construction paper in half lengthwise (hot-dog fold) and then cut along that fold. (2) Instruct another student in the group to take one of the half-sheets of paper and page 25 of 127

26 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures use the ruler to draw a horizontal, one centimeter line segment on it with a marker. (3) Instruct another student in the group to label the line segment 1 cm, and then trim the remaining pieces of construction paper from the edges of the drawing, creating a 1 centimeter piece of construction paper. Explain to students that cm is the abbreviation for centimeter. Notes for Teacher Ask: Is a centimeter larger or smaller than an inch? (smaller than an inch) 11. Instruct students to look at each centimeter on the metric side of the ruler and point out that each centimeter has been divided into equal parts or pieces. Ask: How many equal parts does one centimeter have? (10 equal parts) Explain to students that the centimeter is divided into ten equal parts which are called millimeters. A millimeter is a fractional part of a centimeter; it is of a centimeter. 12. Instruct students to look at the space between the millimeter marks. Ask: How many tic marks do you see within one centimeter? (9) How many spaces do you see within one centimeter? (10) page 26 of 127

27 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Remind students that when measuring, you count the number of spaces and not the number of tic marks. Invite a student volunteer to use the metric side of the ruler to draw a horizontal line segment one millimeter long with a marker on one of the trimmed pieces of construction paper (this will end up looking like a dot on the paper). Do not trim the excess paper. Label this line segment one millimeter. Ask: What objects might measure one millimeter? Answers may vary. The thickness of a paper clip or the thickness of a dime; etc. 13. Display a copy of the STAAR Reference Materials chart for the class to see. Explain to students where to find the relationships of metric units of length on the chart. Instruct students to find the relationships of metric units of length on their STAAR Reference Materials chart. TEACHER NOTE Although students are not responsible for knowing the relationship between a decimeter and a meter, the decimeter is used to connect metric measure to a known unit. In this case, the known unit is the 10-long. page 27 of 127

28 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR Reference Materials. Austin, TX: Author. 14. Instruct each student group to place one 10-long on the metric ruler. Ask: How long is one 10-long? (10 centimeters) Explain that 10 centimeters is known as a decimeter in the metric system. Instruct students to use the metric side of the ruler to draw a horizontal line segment one decimeter long with a marker on the other half of the piece of construction paper. Instruct students to trim the remaining pieces of construction paper from the edges of the drawing, creating a 1 decimeter piece of construction paper. Label this line segment one decimeter. page 28 of 127

29 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher 15. Instruct students to fold and cut the remaining 2 sheets of construction paper the same way as the first sheet to create 4 additional strips of construction paper. Explain that sometimes large objects need to be measured. Although multiple standard rulers can be used, it can be difficult. 16. Distribute a meter stick and a roll of tape to each group. Ask: How many decimeters or 10-longs (placed end-to-end) will it take to equal the length of one meter stick? (ten decimeters or ten 10-longs) TEACHER NOTE If time allows, students may search for 3 magazine or newspaper pictures for each appropriate unit of measure. They should cut and glue each picture under each flap of their booklets. Instruct students to lay their construction paper strips end-to-end until they have 1 meter. At this point, students will discover that they need more than 3 strips, but not 4 strips. Instruct students to cut the fourth strip to the required length to make the meter. Next, instruct students to tape these strips together and turn the large strip they created over onto the non taped side. Instruct students to use the meter stick to draw a horizontal line segment one meter long on the taped construction paper strips. Label this line segment one meter. Example: Ask: page 29 of 127

30 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher How many centimeters are in 1 meter? (100) How do you know? Answers may vary. It takes ten 10-longs to make a meter and there are 10 centimeters in a 10-long; it is on the STAAR Reference Materials; etc. Refer students back to their STAAR Reference Materials chart to confirm the relationships modeled by their paper strips. 17. Glue one set of student created strips on the Metric Length poster. Facilitate a discussion regarding the visuals previously glued to the poster. Display the poster in the room for students to use as a reference for later measurement activities. 18. Facilitate a discussion to allow students to make observations about each set of standard measures. Students should see that although the visuals are similar for both the customary and metric systems, the unit names to identify measures of length are different, and the actual lengths are different. Ask: What customary tool does the meter stick remind you of? (yardstick) 19. Emphasize to students that a meter stick is slightly longer than a yardstick (approximately 3 inches longer). One way to remember the difference is kinesthetically. Have students face forward, place their right hand on their nose, and extend their left hand out to the side of their body. Tell students that this is the approximate measure of a yard. Then, with the students keeping their hands in place, tell them to turn their heads to the right. This is the approximate measure of a meter. By doing this, students get the idea of the difference between a yard and a meter (which is that the meter is slightly longer than the page 30 of 127

31 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day yard). Ask: Suggested Instructional Procedures Notes for Teacher How is the meter different from the yard? Answers may vary. It is numbered in centimeters, instead of inches; a meter is a little longer than a yard; etc. 20. Display teacher resource: Tri-Fold Flip Book Directions. Distribute 2 sheets of blank paper to individual students. Use the directions to remind students how to make a tri-fold book. Instruct students to label the cover of each flap as follows: (1) Millimeters, (2) Centimeters, and (3) Meters. Allow time for students to cut and label their books. Instruct students to complete their trifold books by writing one item per page under each flap that would most appropriately be measured using the unit on each cover. If time allows, instruct students use the back of their booklets to list 3 items that could be measured in kilometers. Monitor and assess students to check for understanding. 4 Topics: Metric units of length Explore/Explain 4 Spiraling Review ATTACHMENTS page 31 of 127

32 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Students use rulers to measure various metric units of length. Instructional Procedures: 1. Prior to instruction, place 4 miscellaneous objects, with lengths of 1 5 centimeters, in a plastic zip bag creating 1 bag per 3 4 students. 2. Facilitate a class discussion to debrief and discuss the items students placed in each category of their previously created flip books. 3. Display teacher resource: Metric Ruler for the class to see and draw the following to demonstrate the two units of measure shown on the ruler: Ask: Which metric unit of measure is smaller? (millimeters) How many millimeters are in 1 centimeter? (10 millimeters) How do you know? Answers may vary. We counted the spaces from 0 to 1; etc. On a metric ruler, which unit of measure would be more precise? (millimeters) Explain. Answers may vary. The increments (spaces between tic marks) are smaller and the smaller the increment, the more precise the measure; etc. Notes for Teacher Teacher Resource: Metric Ruler (1 per teacher) Handout: To the Nearest Metric Recording Sheet (1 per student) Teacher Resource: Read That Ruler! Metric KEY (1 per teacher) Handout: Read That Ruler! Metric (1 per student) Teacher Resource (optional): Metric Length Notes/Practice KEY (1 per teacher) Handout (optional): Metric Length Notes/Practice (1 per student) Teacher Resource (optional): Metric Ruler Practice KEY (1 per teacher) Handout (optional): Metric Ruler Practice (1 per student) Teacher Resource (optional): Additional Combined Measures Practice KEY (1 per teacher) Handout (optional): Additional Combined Measures Practice (1 per student) 4. Demonstrate how to measure an object to the nearest centimeter using teacher resource: MATERIALS page 32 of 127

33 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Metric Ruler and a wedge eraser. Remind students to locate 0, or the line that represents zero, and carefully align the ruler with one end of the eraser. Remind students that when reporting a measurement, it is essential to name the unit of measure as well as the numerical value. Instruct students to find the centimeter mark closest to the other end. Notes for Teacher wedge eraser (approximately 6 cm in length) (1 per teacher) objects (miscellaneous, 1 5 cm in length) (4 per 3 4 students) plastic zip bag (sandwich size) (1 per 3 4 students) ruler (customary and metric units) (1 per student, 1 per teacher) index card (1 per student) Ask: To the nearest centimeter, how long is this eraser? (6 cm) Which marks on the ruler am I using to determine whether the eraser is closer to the 6 cm mark or the 7 cm mark? (the millimeter marks) If a length is not a whole number of centimeters, how do you determine the measurement to the nearest centimeter? Answers may vary. If the length is halfway or more between the two whole numbers, round up; if the length is less than halfway between the two whole numbers, round to the smaller of the two numbers; etc. What do you do if the length looks like it falls exactly between two whole centimeters? (You round up to the next whole centimeter.) 5. Explain to students that they have investigated how to measure to the nearest centimeter, TEACHER NOTE In order to reproduce materials requiring linear measure that are consistent with intended measurements noted on the KEY, set the print menu to print the handout at 100% by selecting None or Actual size under the Page Scaling/Size option. TEACHER NOTE It is important to examine the rulers students use. Some rulers start with 0 for customary and metric at the same end of the ruler. Other rulers start with 0 for customary at one end of the ruler and 0 for metric at the opposite end of the ruler. page 33 of 127

34 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures but sometimes measurements are asked for in both centimeters and millimeters. Ask: How could you determine the length of an object in millimeters? Answers may vary. Count the millimeters shown on the ruler for the length of the object; count the millimeters by ten using the centimeter tic marks as a guide; etc. 6. Display the same eraser used for measuring in centimeters. Notes for Teacher State Resources MTR 3-5: Line It Up! TEXTEAMS: Rethinking Elementary Part I: Making Evidence Clear to Students; How Long? How Many? Ask: How many millimeters long is this object? (62 millimeters) How do you know? Answers may vary. I counted the millimeters along the length of the object; I counted by tens using the centimeters and then counted the single millimeters; etc. Why can you count by tens using centimeters to help you find the length of an object in millimeters? (Because there are ten millimeters in 1 centimeter.) 7. Place students in groups of 3 4, distribute 1 bag of miscellaneous objects to each group, and distribute a ruler and handout: To the Nearest Metric Recording Sheet page 34 of 127

35 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures to each student. Instruct each student to select an object to measure. Ask: Notes for Teacher What is the difference between an estimate and a measurement? Answers may vary. An estimate is what you think the measurement will be; the measurement is the actual number you get when you measure; etc. Display teacher resource: To the Nearest Metric Recording Sheet. Refer to the displayed recording sheet and explain to students how to complete the activity. Instruct students to write the name of the object being measured and an estimate for the length of their object in centimeters and millimeters. After students have written their estimations, they will use the metric side of a ruler to measure and record the actual measurement in centimeters and millimeters. Students will then trade objects with someone in their group and repeat the process until all 4 objects have been estimated and measured. ADDITIONAL PRACTICE Optional handouts: Metric Length Notes/Practice and Metric Ruler Practice are available for students who need more practice with measuring to the nearest centimeter. Also, for additional practice with both customary and metric measure, the optional handout: Additional Combined Measures Practice is available. 8. Instruct students to look at the directions for numbers 3 and 4. Ask: How could you determine the length of 2 or 3 or more of the objects you chose to measure? Answers may vary. You could add up each measure the number of times indicated; you could multiply the measure the number of times necessary; etc. Allow time for students to complete the activity. Monitor and assess students to check for understanding. page 35 of 127

36 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 9. Distribute handout: Read that Ruler! Metric and an index card to each student. Remind students how to use an index card to extend and draw vertical lines at the beginning and end of the line segment being measured. Instruct students to work in pairs to determine each measure. Allow time for students to complete the handout. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief and allow students to share their measurements. Notes for Teacher 5 Topics: Using length measures to find perimeter Explore/Explain 5 Students use rulers to measure lengths to find perimeter. Instructional Procedures: 1. Facilitate a class discussion to review how to find the perimeter of a shape. Ask: Who can explain how to find the perimeter of a shape? Answers may vary. You can count the units around all sides of a shape; you can add the lengths of all sides of a shape; etc. Explain that today, they will find the perimeter of a shape by measuring the side lengths. 2. Distribute a textbook (or any same-size books) and a ruler to each student. Ask: Spiraling Review ATTACHMENTS Teacher Resource: Textbook Perimeter (1 per teacher) Handout: Textbook Perimeter (1 per student) Teacher Resource: Finding Perimeter Using a Scale KEY (1 per teacher) Handout: Finding Perimeter Using a Scale (1 per student) Handout: Perimeter Scavenger Hunt (1 per student) Teacher Resource: Estimate and Measure Perimeter Practice KEY (1 per teacher) Handout: Estimate and Measure page 36 of 127

37 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures How could you use a ruler to find the perimeter of your book in inches? (Find the length of each side in inches and then add the lengths of the sides.) Would your method change if you measure the perimeter in centimeters? (No; you still add the lengths of the sides.) If you measured the perimeter of your math book in centimeters, would you expect to use more centimeters or inches? (centimeters) Explain. (You would use more centimeters because 1 centimeter is smaller than 1 inch.) Notes for Teacher Perimeter Practice (1 per student) MATERIALS textbook (or any same-size book) (1 per student) ruler ( customary and metric units) (1 per student) 3. Display teacher resource: Textbook Perimeter for the class to see and distribute handout: Textbook Perimeter to each student. Instruct students to first estimate the length and width of their book to the nearest inch and record these amounts in the table on their handout. Using these estimated measurements, instruct students to estimate the perimeter. Then instruct students to use a ruler to measure the length and width of the book to the nearest inch, to record the measurements, and then calculate the actual perimeter. Ask: How many side lengths will you need to add to determine the perimeter of the book? (4 sides) Explain. (There are 2 lengths and 2 widths.) What side lengths did you add to find the perimeter of this book? Answers may vary. What is the perimeter of your textbook to the nearest inch? Answers may vary. Could you measure only one length and one width and still find the perimeter of your book? (yes) How do you know? Answers may vary. Our book is a rectangle, and opposite sides of a rectangle are the same length, so you could page 37 of 127

38 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures measure one length and add it twice, then measure one width and add it twice; etc. Notes for Teacher 4. Instruct students to complete the next table on the handout by estimating and then measuring the lengths and widths of their book to the nearest centimeter. Debrief and discuss students answers using the same questions as above, only with metric measures. 5. Distribute handout: Finding Perimeter Using a Scale to each student. Facilitate a class discussion to explain how to use a scale or key to determine the perimeter of a figure. Invite students to share situations that may involve a scale or key (e.g., maps, bar graphs, picture graphs, etc.). 6. Refer students to the first problem on handout: Finding Perimeter Using a Scale. Instruct students to measure the top side of the parallelogram to the nearest inch. Ask: What is the length of the top side of the parallelogram to the nearest inch? (3 inches) According to the scale, each inch is equal to how many feet? (1 inch = 17 feet) If 1 inch equals 17 feet, how could you determine the number of feet in 3 inches? Answers may vary. You could multiply 17 x 3; you could add 17 three times; etc. 7. Instruct students to determine the length in feet and label the top side of the parallelogram. Ask: page 38 of 127

39 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures What is the length of the top side of the parallelogram in feet? (51 feet) Notes for Teacher 8. Instruct students to measure the remaining sides of the parallelogram and to label each side in feet. Allow time for students to complete the activity. Ask: How could you determine the perimeter of the parallelogram in feet? (You could add the length of each side using the labels written in feet.) 9. Instruct students to determine the perimeter of the parallelogram and write the answer with the appropriate label. Ask: What is the perimeter of the parallelogram in feet? (170 feet) Is there another strategy that could be used to find the perimeter of the parallelogram in feet? Answers may vary. You could record the length of each side in inches, add the length of all sides, and then multiply the total by 17 to find the perimeter in feet; etc. 10. Facilitate a class discussion comparing strategies for using a scale to determine perimeter of a figure. Instruct students to complete the second problem on handout: Finding Perimeter Using a Scale. Explain to students that they will measure the figure in centimeters and then use the scale to determine the perimeter in kilometers. Allow time for students to complete the activity. Monitor and assess students to check for understanding. Facilitate a class discussion to allow students to share their answers. page 39 of 127

40 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 11. Distribute handout: Perimeter Scavenger Hunt to each student. Instruct students to work with a partner to select 4 objects in the room to measure and find the perimeter. Monitor and assess students to check for understanding. Facilitate a class discussion to debrief the handout and allow students to share the perimeters found. 12. Distribute handout: Estimate and Measure Perimeter Practice to each student and instruct them to complete independently in class or for homework. Notes for Teacher 6 Topics: Modeling area Explore/Explain 6 Students use dot paper to model area. Instructional Procedures: 1. Facilitate a class discussion to debrief and discuss previously assigned handout: Estimate and Measure Perimeter Practice. 2. Explain to students that previously they have found the perimeter of common figures, and that today they will be exploring another way to measure figures. Ask: What is the measure of the region inside a figure called? (area) Spiraling Review ATTACHMENTS Teacher Resource: Dot Paper (1 per teacher) Handout: Dot Paper (1 per student) Teacher Resource: Finding Area Notes and Practice KEY (1 per teacher) Teacher Resource: Finding Area Notes and Practice Handout: Finding Area Notes and Practice (1 per teacher) Teacher Resource: Finding Area page 40 of 127

41 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 3. Remind students that they have already worked with area when they were multiplying using area model. Ask: Who can explain how to use an array or area model for multiplication problems? Answers may vary. You can count the number of items in each row and multiply it by the number of rows; etc. Notes for Teacher Using a Scale KEY (1 per teacher) Handout: Finding Area Using a Scale (1 per student) Teacher Resource: Finding Area Practice KEY (1 per teacher) Handout: Finding Area Practice (1 per student) 4. Distribute handout: Dot Paper to each student. Display teacher resource: Dot Paper for the class to see. Outline a 3 x 3 figure on the displayed grid. State Resources Ask: How could you use dot paper to find the area of this figure? Answers may vary. You could draw lines connecting the dots to create squares inside the figure, then count the number of squares inside the figure; you could draw the lines connecting the dots to create squares inside the figure, then multiply the number of rows and the number of squares in a row; etc. MTC K-3: Square Numbers TEXTEAMS: Rethinking Elementary Part II: Making Rectangles; Measuring Area with Rectangles; Area with Tiles 5. Instruct students to draw the same figure on their dot paper, connect the dots to make page 41 of 127

42 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures squares, and count the number of squares inside the figure. Model the same for the class to see. Notes for Teacher Ask: How many squares are inside the figure? (9 squares) Who can explain how to use multiplication to find the area of this figure? Answers may vary. There are 3 rows with 3 squares in each row. You can multiply the number of rows by the number in each row, or 3 x 3, to equal 9 squares; etc. 6. Change the figure on the teacher resource: Dot Grid to show the following: Ask: Can you multiply by rows and columns to find the area of this figure? (no) page 42 of 127

43 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Explain. Answers may vary. The figure is not a rectangle; the figure does not have a complete row at the top; etc. Could multiplication be used to find part of the area of the figure? (yes) Explain. Answers may vary. You could multiply 2 x 3 to find part of the area, and then count on the top row; etc. How could you find the area of a figure where there are half square units? Answers may vary. Count the whole squares and then add the half squares; etc. Notes for Teacher 7. Instruct students to work with a partner to draw the figure, just modeled, on their dot paper and to find the area of the figure. Allow time for students to draw the figure and determine the area. Monitor and assess students to check for understanding. Ask: What is the area of the figure? (8 square units) How did you determine the area? Answers may vary. I counted 7 whole units and 2 half units. The 2 halves together make a whole unit. I added to get 8 units; etc. How can a figure with half units have an area that is a whole number? Answers may vary. There is an even number of half units; two half square units equal 1 whole square; etc. Can you use multiplication to find the area of all figures? (no) Explain. (You can use multiplication to find the area of rectangles, but only part of the area for irregular figures.) Emphasize to students that counting squares can be used to find the area of figures that have an irregular shape. page 43 of 127

44 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures 8. Display teacher resource: Finding Area Notes and Practice for the class to see and distribute handout: Finding Area Notes and Practice to each student. Facilitate a class discussion to explain the steps for finding the area of a figure with half units. 9. Distribute handout: Finding Area Using a Scale to each student. Refer students to the first problem on the handout. Instruct students to use the grid to determine the area of the shaded figure on the grid. Ask: Notes for Teacher According to the scale, each square unit is equal to how many square centimeters? (1 square unit is equal to 10 square centimeters) How could you determine the area of the shaded figure in square centimeters? Answers may vary. You could count the number of square units and multiply that number by 10; you could count by tens as you count the number of shaded squares on the grid; etc. 10. Instruct students to determine and record the area of the shaded figure in square units and square centimeters on their handout. Ask: What is the area of the shaded figure on the grid in square units? (28 square units) How did you determine the area in square units? Answers may vary. I counted 24 whole units and 8 half units. The 8 halves together make 4 whole units. I added to get 28 units; etc. What is the area of the shaded figure on the grid in square centimeters? (280 page 44 of 127

45 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day square centimeters) Suggested Instructional Procedures Notes for Teacher 11. Instruct students to complete the second problem on the handout independently. Allow time for students to complete the activity. Monitor and assess students to check for understanding. Facilitate a class discussion to allow students to share their answers. 12. Distribute handout: Finding Area Practice to each student. Instruct students to complete the handout independently. Monitor and assess students to check for understanding. 7 Topics: Measuring to find length, area, and perimeter Elaborate 1 Students measure and find length, perimeter, and area of real-life objects. Instructional Procedures: 1. Prior to instruction, create 2 sets of class resource: Measurement Station Task Cards by copying each card on cardstock and laminating. Also prior to instruction, cut plain paper in half, 1 full sheet per student. Use teacher resource: Measurement Station Task Cards to prepare measurement stations in the classroom as follows: Measurement Task 1 at two tables: markers (same lengths) (1 2 per table) Measurement Task 2 at two tables: crayon boxes (16, 24, and 48 count) (1 of each per table) Spiraling Review ATTACHMENTS Teacher Resource: Broken Ruler 2 (1 per teacher) Class Resource: Measurement Station Task Cards (2 per teacher) Teacher Resource: Measurement Stations Recording Sheet KEY (1 per teacher) Handout: Measurement Stations Recording Sheet (1 per student) Teacher Resource: Crayon Box Perimeter Mat KEY (1 per teacher) page 45 of 127

46 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Measurement Task 3 at two tables: crayon boxes (48 count) (1 per table), half sheet of blank paper (1 per student), and handout: Crayon Box Perimeter Mat (1 per student) Measurement Task 4 at two tables: crayon box (48 count) (1 per table), color tiles (20 per table), half sheet of blank paper (1 per student), and handout: Crayon Box Area Mat (1 per student) Measurement Task 5 at two tables. Notes for Teacher Handout: Crayon Box Perimeter Mat (1 per student) Teacher Resource: Crayon Box Area Mat KEY (1 per teacher) Handout: Crayon Box Area Mat (1 per student) MATERIALS 2. Facilitate a class discussion to debrief and review student responses on previously assigned handout: Finding Area Practice. 3. Place students in pairs and explain to students how they will rotate through the measurement centers. Explain to students that two of each of the centers have been set up. 4. Display teacher resource: Broken Ruler 2 and explain that in some of the rotations they will be using the broken ruler. Model measuring the length of a crayon using teacher resource: Broken Ruler 2. Remind students how to determine where to place the crayon on the ruler and how to find the correct length. 5. Distribute handout: Measurement Stations Recording Sheet to each student. Explain that they will be taking their handout: Measurement Stations Recording Sheet with them to use at each rotation station. Caution students to check the number of the station to be sure the answer is placed in the correct area on the recording sheet (e.g., some students may be starting at station 4 and will rotate to 5; etc.). 6. Explain to students that they will begin working with the Measurement Task at their cardstock (10 sheets per teacher) scissors (1 per teacher) markers (same length) (1 2 per teacher) crayons (identical boxes, 16 and 24 to a box) (2 boxes per teacher) crayons (identical boxes, 48 to a box) (6 boxes per teacher) paper (plain) (1 sheets per student) color tiles (40 per teacher) STAAR Reference Materials (2 per teacher) TEACHER NOTE In order to reproduce materials requiring linear measure that are consistent with intended page 46 of 127

47 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures assigned table. Allow 5 to 7 minutes for students to complete the task and record their results. Each student will be responsible for recording the task results on his/her own recording sheet. When the 7 minutes have passed, signal students to rotate to the next station to complete the task. Each group will complete all 5 measurement tasks. 7. Monitor and assess students to check for understanding. Facilitate a class discussion regarding the observations that students have made using the ruler that did not begin at 0. Discuss the terms: length, width, and height. Review the difference between perimeter and area. Notes for Teacher measurements noted on the KEY, set the print menu to print the handout at 100% by selecting None or Actual size under the Page Scaling/Size option. TEACHER NOTE In order to produce rulers that are consistent with the rulers on the STAAR Reference Materials, follow these steps: 1. Set the print menu to print the pages at 100% by selecting None or Actual size under the Page Scaling/Size option. 2. Print on paper that is wider than 8 ½ inches, such as 11 by 17 inch paper. 3. Trim the paper to 8 ½ by 11 inches so that the rulers will be on the edge of the paper. TEACHER NOTE Crayon boxes which contain 16 or 24 crayons measure by and (16) and 1 (24) from front to back. The box of 48 is approximately 3 inches by 5 inches, which would allow students to use whole numbers to find perimeter and area. 3 by 5 index cards could be substituted. page 47 of 127

48 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher 8 Topics: Measuring to find length, area, and perimeter Elaborate 2 Students estimate and measure length, and use these measures to find the area and perimeter of real-life objects. Instructional Procedures: 1. Place students in groups of Distribute handout: Measurement Evaluation to individual students. Distribute a yardstick and a meter stick to each group. Instruct students to use the yardstick and meter stick to estimate and then record the measure for their desk and chair as indicated on handout: Measurement Evaluation. Allow time for students to complete the measurement tasks. Monitor and assess students to check for understanding. Spiraling Review ATTACHMENTS Teacher Resource: Measurement Evaluation KEY (1 per teacher) Handout: Measurement Evaluation (1 per student) MATERIALS yardstick (1 per 3 4 students) meter stick (1 per 3 4 students) 3. Facilitate a class discussion to debrief and allow students to share their measurements. 9 Evaluate 1 Instructional Procedures: 1. Assess student understanding of related concepts and processes by using the Performance Indicator(s) aligned to this lesson. Performance Indicator(s): page 48 of 127

49 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Grade 03 Unit 07 PI 01 Estimate and measure a figure to the nearest standard unit. Calculate the perimeter for the figure to the nearest standard unit. Justify in writing how the length and perimeter measures were determined. Sample Performance Indicator: The figure below shows a tile that Mrs. Garza wants to use in a design in her kitchen. Create a graphic organizer to record: (1) an estimate of the length of each tile side in inches and centimeters; (2) the length of each tile side measured to the nearest half inch and centimeters to the nearest whole centimeter using a ruler; (3) the calculated perimeter of the tile in both inches and centimeters; (4) the total length of 3 of these tiles laid end-to-end (smaller-side to smaller-side); and (5) a written explanation with a justification of each perimeter measure found. Standard(s): 3.11A, 3.11B, 3.14A, 3.14D, 3.15A, 3.15B ELPS ELPS.c.1E, ELPS.c.5B page 49 of 127

50 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 9 days Suggested Day Suggested Instructional Procedures Notes for Teacher Grade 03 Unit 07 PI 02 Use a grid to create a design (e.g., letters in your name, a garden area, etc.) consisting of whole and half square units. Calculate the area of the design in square units. Justify in writing how the area was determined. Sample Performance Indicator: Use the square units on a grid to outline and shade the letter of the first initial of your name. Be sure to use both whole and half square units. Calculate the area of the shaded part of the figure, and record a written explanation of how the area was determined. Standard(s): 3.11C, 3.14D, 3.15B ELPS ELPS.c.4D, ELPS.c.5B 04/18/2013 page 50 of 127

51 Visuals for Customary Length Inch (in.), Foot (ft), Yard (yd), Mile (mi) Inch Foot Yard Mile Town 1 Town , TESCCC 10/10/12 page 1 of 1

52 Customary Units (Not to scale) 1 inch (in.) = length of 1 color tile 1 foot (ft) = 12 inches (in.) 1 yard (yd) = 3 feet (ft) 1 foot 1 foot 1 foot 1 yard 2012, TESCCC 10/10/12 page 1 of 1

53 Tri-Fold Flip Book Directions (1) Stack two sheets of paper and fold them in half lengthwise. (Note: Only one sheet of paper is shown in the drawings. However, these directions will work for two or more sheets of paper.) (2) With the paper still folded, fold the right side toward the center, trying to cover about one-half of the paper. (3) Fold the left side over the right side to make a book with three folds. (4) Open the folded book. Cut the all pages, except the bottom page, along the folds just to the edge of the original fold. This should form three tabs. 2012, TESCCC 10/10/12 page 1 of 1

54 Customary Ruler Inches , TESCCC 05/07/13 page 1 of 1

55 Customary Broken Ruler , TESCCC 05/07/13 page 1 of 1

56 Read That Ruler! Customary KEY Find the length of each line segment to the nearest inch. 1. Length = 4 inches Inches 2. Length = 3 inches Inches 3. Length = 4 inches Inches 4. Length = 5 inches Inches If 3 of these line segments were laid end-to-end, what would be the total length of the line segments? How do you know? 15 inches; = 15 or 5 x 3 = 15 inches. 2012, TESCCC 10/10/12 page 1 of 4

57 Read That Ruler! Customary KEY Find the length of each line segment to the nearest inch. 5. Length = 5 inches Inches 6. Length = 4 inches Inches 7. Length = 3 inches Inches 8. Length = 2 inches Inches If 6 of these line segments were laid end-to-end, what would be the total length of the line segments? How do you know? 12 inches; = 12 or 6 x 2 = 12 inches. 2012, TESCCC 10/10/12 page 2 of 4

58 Read That Ruler! Customary KEY Find the length of each line segment to the nearest half inch. 9. Length = inches Inches 10. Length = inches Inches 11. Length = inches Inches 12. Length = 1 2 inch Inches 2012, TESCCC 10/10/12 page 3 of 4

59 Read That Ruler! Customary KEY Find the length of each line segment to the nearest half inch. 13. Length = inches Inches 14. Length = inches Inches 15. Length = inches Inches 16. Length = inches Inches 2012, TESCCC 10/10/12 page 4 of 4

60 Read That Ruler! Customary Find the length of each line segment to the nearest inch. 1. Length = Inches 2. Length = Inches 3. Length = Inches 4. Length = Inches If 3 of these line segments were laid end-to-end, what would be the total length of the line segments? How do you know? 2012, TESCCC 10/10/12 page 1 of 4

61 Read That Ruler! Customary Find the length of each line segment to the nearest inch. 5. Length = Inches 6. Length = Inches 7. Length = Inches 8. Length = Inches If 6 of these line segments were laid end-to-end, what would be the total length of the line segments? How do you know? 2012, TESCCC 10/10/12 page 2 of 4

62 Read That Ruler! Customary Find the length of each line segment to the nearest half inch. 9. Length = Inches 10. Length = Inches 11. Length = Inches 12. Length = Inches 2012, TESCCC 10/10/12 page 3 of 4

63 Read That Ruler! Customary Find the length of each line segment to the nearest half inch. 13. Length = Inches 14. Length = Inches 15. Length = Inches 16. Length = Inches 2012, TESCCC 10/10/12 page 4 of 4

64 Which Answer is Correct and Why? 4 inches or inches? Inches 2012, TESCCC 10/10/12 page 1 of 1

65 Customary Length Notes/Practice KEY Notes Remember that the precision of a measurement is related to the unit of measure you use. The smaller the unit, the more accurate the measurement will be. Measuring to the nearest 1 inch is more accurate than measuring to the nearest inch. 2 Example: How long is this pencil, to the nearest inch? Step 1: Align the left side of the pencil with the zero mark of the ruler as shown above. Step 2: Notice where the pencil ends on the ruler. The pencil is between 4 and 5 inches long. Step 3: Decide whether 4 or 5 is the nearest inch. The length of this pencil is closer to 4 inches than 5 inches. To the nearest inch, the pencil is 4 inches long. How long is the pencil to the nearest 2 1 inch? The pencil is between 4 and inches long. The pencil is closer to inches long. Which measure is more accurate? Why? The 2 1 inch measure is more accurate than the inch measure because inches is closer than 4 inches to the pencil s actual length. 2012, TESCCC 04/26/13 page 1 of 2

66 Customary Length Notes/Practice KEY Practice Estimate the length in inches. Then measure the length to the nearest inch or 1 2 inch. Object Estimate (in inches) Measure to the nearest inch or 1 2 inch (1) Answers may vary inches (2) Answers may vary inches (3) Answers may vary 2 inches If 3 of these fish were laid end-to-end, what would be the length, to the nearest inch? How do you know? 6 inches; = 6 or 3 x 2 = 6 inches. 2012, TESCCC 04/26/13 page 2 of 2

67 Notes Customary Length Notes/Practice Remember that the precision of a measurement is related to the unit of measure you use. The smaller the unit, the more accurate the measurement will be. Measuring to the nearest 1 inch is more accurate than measuring to the nearest inch. 2 Example: How long is this pencil, to the nearest inch? Step 1: Align the left side of the pencil with the zero mark of the ruler as shown above. Step 2: Notice where the pencil ends on the ruler. The pencil is between 4 and 5 inches long. Step 3: Decide whether 4 or 5 is the nearest inch. The length of this pencil is closer to 4 inches than 5 inches. To the nearest inch, the pencil is 4 inches long. How long is the pencil to the nearest 2 1 inch? The pencil is between 4 and inches long. The pencil is closer to inches long. Which measure is more accurate? Why? The 2 1 inch measure is more accurate than the inch measure because inches is closer than 4 inches to the pencil s actual length. 2012, TESCCC 04/26/13 page 1 of 2

68 Customary Length Notes/Practice Practice Estimate the length in inches. Then measure the length to the nearest inch or 1 2 inch. Object Estimate (in inches) Measure to the nearest inch or 1 2 inch (1) (2) (3) If 3 of these fish were laid end-to-end, what would be the length, to the nearest inch? How do you know? 2012, TESCCC 04/26/13 page 2 of 2

69 Customary Ruler Practice KEY 1. Length of the worm to the nearest inch: 3 inches 2. What would be the length of 2 of these worms laid end-to-end? How do you know? 6 inches; = 6 or 2 x 3 = Inches 3. Length of the caterpillar to the nearest inch: 4 inches 4. What would be the length of 3 of these caterpillars laid end-to-end? How do you know? 12 inches; = 12 or 3 x 4 = Inches 5. Length of the crayon to the nearest inch: 4 inches 6. What would be the length of 4 of these crayons laid end-to-end? How do you know? 16 inches; = 16 or 4 x 4 = Inches 2012, TESCCC 10/10/12 page 1 of 2

70 Customary Ruler Practice KEY Measure each object to the nearest half inch. 7. Length: inches Inches 8. Length: inches Inches 9. Length: inches Inches 10. Length: inches Inches 2012, TESCCC 10/10/12 page 2 of 2

71 Customary Ruler Practice 1. Length of the worm to the nearest inch: 2. What would be the length of 2 of these worms laid end-to-end? How do you know? Inches 3. Length of the caterpillar to the nearest inch: 4. What would be the length of 3 of these caterpillars laid end-to-end? How do you know? Inches 5. Length of the crayon to the nearest inch: 6. What would be the length of 4 of these crayons laid end-to-end? How do you know? Inches 2012, TESCCC 10/10/12 page 1 of 2

72 Customary Ruler Practice Measure each object to the nearest half inch. 7. Length: Inches 8. Length: Inches 9. Length: Inches 10. Length: Inches 2012, TESCCC 10/10/12 page 2 of 2

73 Visuals for Metric Length Millimeter (mm), Centimeter (cm), Meter (m), Kilometer (km) Millimeter Centimeter Meter Kilometer width of a dime Town 1 Town , TESCCC 10/10/12 page 1 of 1

74 Metric Units (Not to scale) 1 millimeter (mm) = the thickness of one small paperclip or dime 1 centimeter (cm) = 10 millimeters (mm) or 1 centimeter cube 1 decimeter (dm) = 10 centimeters (cm) or one 10-long 1 meter (m) = 100 centimeters or 100 centimeter cubes end to end or ten 10-longs decimeter decimeter decimeter decimeter decimeter decimeter decimeter decimeter decimeter decimeter meter 2012, TESCCC 10/10/12 page 1 of 1

75 Metric Ruler centimeters 2012, TESCCC 05/07/13 page 1 of 1

76 To the Nearest Metric Recording Sheet Complete the table by estimating the measure of each object and record the actual measure of the object in centimeters and millimeters. (1) Object: Estimate Actual Centimeters Millimeters (2) Object: Estimate Actual Centimeters Millimeters (3) Object: Estimate Centimeters Millimeters Actual If 2 of these objects were laid end-to-end, how long would they be? Explain. (4) Object: Estimate Centimeters Millimeters Actual If 3 of these objects were laid end-to-end, how long would they be? Explain. 2012, TESCCC 10/10/12 page 1 of 1

77 Find the length of each line segment to the nearest centimeter. 1. Length: 9 centimeters Read That Ruler! Metric KEY centimeters 2. Length: 3 centimeters centimeters 3. Length: 14 centimeters centimeters If two of these line segments were laid end-to-end, what would be the total length? Explain. 28 centimeters; = 28 or 2 x 14 = 28 centimeters 2012, TESCCC 10/10/12 page 1 of 3

78 Read That Ruler! Metric KEY Find the length of each line segment to the nearest centimeter. 4. Length: 11 centimeters centimeters 5. Length: 8 centimeters centimeters 6. Length: 12 centimeter centimeters If 2 of these line segments were laid end-to-end, what would be the total length? Explain. 24 centimeters; = 24 or 2 x 12 = 24 centimeters 2012, TESCCC 10/10/12 page 2 of 3

79 Find the length of each line segment to the nearest centimeter. 7. Length: 9 centimeters Read That Ruler! Metric KEY centimeters 8. Length: 9 centimeters centimeters 9. Length: 9 centimeters centimeters If 3 of these line segments were laid end-to-end, what would be the total length? Explain. 27 centimeters; = 27 or 3 x 9 = 27 centimeters 2012, TESCCC 10/10/12 page 3 of 3

80 Find the length of each line segment to the nearest centimeter. 1. Length: Read That Ruler! Metric centimeters 2. Length: centimeters 3. Length: centimeters If two of these line segments were laid end-to-end, what would be the total length? Explain. 2012, TESCCC 10/10/12 page 1 of 3

81 Find the length of each line segment to the nearest centimeter. 4. Length: Read That Ruler! Metric centimeters 5. Length: centimeters 6. Length: centimeters If 2 of these line segments were laid end-to-end, what would be the total length? Explain. 2012, TESCCC 10/10/12 page 2 of 3

82 Find the length of each line segment to the nearest centimeter. 7. Length: Read That Ruler! Metric centimeters 8. Length: centimeters 9. Length: centimeters If 3 of these line segments were laid end-to-end, what would be the total length? Explain. 2012, TESCCC 10/10/12 page 3 of 3

83 Metric Length Notes/Practice KEY Notes Remember that the precision of a measurement is related to the unit of measure you use. The smaller the unit, the more accurate the measurement will be. Measuring to the nearest millimeter is more accurate than measuring to the nearest centimeter. Example: centimeters 15 How long is this pencil, to the nearest centimeter? Step 1: Align the left side of the pencil with the zero mark of the ruler as shown above. Step 2: Notice where the pencil ends on the ruler. The pencil is between 8 and 9 centimeters long. Step 3: Decide whether 8 or 9 is the nearest centimeter. The end of this pencil is more than halfway between the 8 and 9. So, the length of this pencil is closer to 9 centimeters than 8 centimeters. To the nearest centimeter, the pencil is 9 centimeters long. How long is the pencil in millimeters? Each centimeter is equal to 10 millimeters. So, we can count by tens to 80 and then add the 8 millimeters to get = 88. So, the pencil is 88 mm long. Which measure is more accurate? Why? To the nearest millimeter, the pencil is 88 mm long. This measure is more accurate than the measure to the nearest centimeter because millimeters are smaller units and 88 mm is closer to the actual pencil length than 9 cm. 2012, TESCCC 05/07/13 page 1 of 2

84 Metric Length Notes/Practice KEY Practice Estimate the length of each object in centimeters and then measure each. Object Estimate (in cm) Measure To the Nearest Centimeter Measure in Millimeters (1) Answers will vary 5 cm 54 mm (2) Answers will vary 6 cm 62 mm (3) Answers will vary 5 cm 48 mm If 2 of these fishing lures were laid end-to-end, what would be the length, to the nearest millimeter? How do you know? 96 millimeters; = 96 or 2 x 48 = 96 millimeters 2012, TESCCC 05/07/13 page 2 of 2

85 Metric Length Notes/Practice Notes Remember that the precision of a measurement is related to the unit of measure you use. The smaller the unit, the more accurate the measurement will be. Measuring to the nearest millimeter is more accurate than measuring to the nearest centimeter. Example: centimeters 15 How long is this pencil, to the nearest centimeter? Step 1: Align the left side of the pencil with the zero mark of the ruler as shown above. Step 2: Notice where the pencil ends on the ruler. The pencil is between 8 and 9 centimeters long. Step 3: Decide whether 8 or 9 is the nearest centimeter. The end of this pencil is more than halfway between the 8 and 9. So, the length of this pencil is closer to 9 centimeters than 8 centimeters. To the nearest centimeter, the pencil is 9 centimeters long. How long is the pencil in millimeters? Each centimeter is equal to 10 millimeters. So, we can count by tens to 80 and then add the 8 millimeters to get = 88. So, the pencil is 88 mm long. Which measure is more accurate? Why? To the nearest millimeter, the pencil is 88 mm long. This measure is more accurate than the measure to the nearest centimeter because millimeters are smaller units and 88 mm is closer to the actual pencil length than 9 cm. 2012, TESCCC 05/07/13 page 1 of 2

86 Metric Length Notes/Practice Practice Estimate the length of each object in centimeters and then measure each. Object Estimate (in cm) Measure To the Nearest Centimeter Measure in Millimeters (1) (2) (3) If 2 of these fishing lures were laid end-to-end, what would be the length, to the nearest millimeter? How do you know? 2012, TESCCC 05/07/13 page 2 of 2

87 Find the length of each object to the nearest centimeter Metric Ruler Practice KEY 13 cm centimeters _10_cm centimeters _9 cm centimeters 11_ cm centimeters 2012, TESCCC 10/10/12 page 1 of 1

88 Find the length of each object to the nearest centimeter. Metric Ruler Practice cm centimeters cm centimeters cm centimeters cm centimeters 2012, TESCCC 10/10/12 page 1 of 1

89 Additional Combined Measures Practice KEY 1. Length of line segment to the nearest centimeter: 6 centimeters 2. Length of sign to the nearest half-inch: inches 3. Length of frame to the nearest centimeter: 4 centimeters Length of 3 frames laid end-to-end. Explain: 4 centimeters; = 12 cm or 4 x 3 = 12 cm 4. Length of line segment to the nearest inch: 4 inches 2012, TESCCC 10/10/12 page 1 of 2

90 Additional Combined Measures Practice KEY 5. Width of paper to the nearest inch: 2 inches 6. Be Mine Length of card to the nearest inch: 1 inch 7. Flag Height of flag to the nearest inch: 1 inch 8. Length of line segment to the nearest centimeter: 7 centimeters 2012, TESCCC 10/10/12 page 2 of 2

91 Additional Combined Measures Practice 1. Length of line segment to the nearest centimeter: 2. Length of sign to the nearest half-inch: 3. Length of frame to the nearest centimeter: Length of 3 frames laid end-to-end. Explain: 4. Length of line segment to the nearest inch: 2012, TESCCC 10/10/12 page 1 of 2

92 Additional Combined Measures Practice 5. Width of paper to the nearest inch: 6. Be Mine Length of card to the nearest inch: 7. Flag Height of Flag to the nearest inch: 8. Length of line segment to the nearest centimeter: 2012, TESCCC 10/10/12 page 2 of 2

93 Textbook Perimeter Complete the table by estimating the length and width of the book. Estimate the perimeter. Use a ruler to measure the length and width of the book. Record the measurements and calculate the perimeter. To the nearest inch Book: Estimate Lengths Widths Perimeter Calculation Perimeter Actual To the nearest centimeter Book: Estimate Lengths Widths Perimeter Calculation Perimeter Actual , TESCCC 10/10/12 page 1 of 1

94 Finding Perimeter Using a Scale KEY Use a customary ruler to measure the sides of the figure to the nearest inch. Use the scale to determine the length of each side in feet. Label each side in feet. Find the perimeter of the figure in feet. Write the answer with a label. (1) 51 ft 34 ft 34 ft 1 inch = 17 feet 51 ft Perimeter: P = = 170 Answer with a label: 170 feet Use a metric ruler to measure the sides of the figure to the nearest centimeter. Use the scale to determine the length of each side in kilometers. Label each side in kilometers. Find the perimeter of the figure in kilometers. Write the answer with a label. (2) 10 km 15 km 1 cm = 5 km 25 km 20 km 10 km 30 km Perimeter: P = = 110 Answer with a label: 110 km 2012, TESCCC 10/10/12 page 1 of 1

95 Finding Perimeter Using a Scale Use a customary ruler to measure the sides of the figure to the nearest inch. Use the scale to determine the length of each side in feet. Label each side in feet. Find the perimeter of the figure in feet. Write the answer with a label. (1) 1 inch = 17 feet Perimeter: Answer with a label: Use a metric ruler to measure the sides of the figure to the nearest centimeter. Use the scale to determine the length of each side in kilometers. Label each side in kilometers. Find the perimeter of the figure in kilometers. Write the answer with a label. (2) 1 cm = 5 km Perimeter: Answer with a label: 2012, TESCCC 10/10/12 page 1 of 1

96 Perimeter Scavenger Hunt Complete the table below by finding 4 objects in the classroom. Measure the perimeter of each object to the nearest inch and then to the nearest centimeter. Be sure to show your calculations. Object Perimeter to the Nearest Inch Calculation: Perimeter to the Nearest Centimeter Calculation: 1. Perimeter: Perimeter: Calculation: Calculation: 2. Perimeter: Perimeter: Calculation: Calculation: 3. Perimeter: Perimeter: Calculation: Calculation: 4. Perimeter: Perimeter: 2012, TESCCC 10/10/12 page 1 of 1

97 Estimate and Measure Perimeter Practice KEY Estimate and then use a customary ruler to find the perimeter of each figure to the nearest inch. (1) (2) Perimeter Estimate: Answers may vary Perimeter Calculation: = 8 inches Perimeter Estimate: Answers may vary Perimeter Calculation: = 10 inches (3) (4) Perimeter Estimate: Answers may vary Perimeter Calculation: = 10 inches Perimeter Estimate: Answers may vary Perimeter Calculation: = 5 inches 2012, TESCCC 10/10/12 page 1 of 2

98 Estimate and Measure Perimeter Practice KEY Estimate and then use a metric ruler to find the perimeter of each figure to the nearest centimeter. (5) (6) Perimeter Estimate: Answers may vary Perimeter Calculation: = 18 centimeters Perimeter Estimate: Answers may vary Perimeter Calculation: = 22 centimeters (7) (8) Perimeter Estimate: Answers may vary Perimeter Calculation: = 22 centimeters Perimeter Estimate: Answers may vary Perimeter Calculation: = 15 centimeters 2012, TESCCC 10/10/12 page 2 of 2

99 Estimate and Measure Perimeter Practice Estimate and then use a customary ruler to find the perimeter of each figure to the nearest inch. (1) (2) Perimeter Estimate: Perimeter Calculation: Perimeter Estimate: Perimeter Calculation: (3) (4) Perimeter Estimate: Perimeter Calculation: Perimeter Estimate: Perimeter Calculation: 2012, TESCCC 10/10/12 page 1 of 2

100 Estimate and Measure Perimeter Practice Estimate and then use a metric ruler to find the perimeter of each figure to the nearest centimeter. (5) (6) Perimeter Estimate: Perimeter Calculation: Perimeter Estimate: Perimeter Calculation: (7) (8) Perimeter Estimate: Perimeter Calculation: Perimeter Estimate: Perimeter Calculation: 2012, TESCCC 10/10/12 page 2 of 2

101 Dot Paper 2012, TESCCC 10/10/12 page 1 of 1

102 Finding Area Notes and Practice KEY You can find the area of a figure by counting units. Step 1: Count the number of whole squares There are 8 whole squares. 5 6 Step 2: Count the number of half squares. 1 2 There are 4 half squares. 3 4 Step 3: Change the half square units to whole square units half squares = 2 whole squares 1 2 Step 4: Add the number of whole square units = 10 square units. Find the area of each figure. Write the answer in square units. 5 square units 7 square units 2012, TESCCC 10/10/12 page 1 of 1

103 Finding Area Notes and Practice You can find the area of a figure by counting units. Step 1: Count the number of whole squares There are 8 whole squares. 5 6 Step 2: Count the number of half squares. 1 2 There are 4 half squares. 3 4 Step 3: Change the half square units to whole square units half squares = 2 whole squares 1 2 Step 4: Add the number of whole square units = 10 square units. Find the area of each figure. Write the answer in square units. 2012, TESCCC 10/10/12 page 1 of 1

104 Finding Area Using a Scale KEY Grade 03 Find and record the area of the shaded figure in square units. Use the scale to find and record the area of the shaded figure in square inches. (1) Area in square units: A = 28 square units Area in square inches: A = 84 square inches Find and record the area of the shaded figure in square units. Use the scale to find and record the area of the shaded figure in square centimeters. (2) Area in square units: A = 21 square units Area in square centimeters: A = 210 square centimeters 2012, TESCCC 02/12/13 page 1 of 1

105 Finding Area Using a Scale Grade 03 Find and record the area of the shaded figure in square units. Use the scale to find and record the area of the shaded figure in square inches. (1) Area in square units: Area in square inches: Find and record the area of the shaded figure in square units. Use the scale to find and record the area of the shaded figure in square centimeters. (2) Area in square units: Area in square centimeters: 2012, TESCCC 02/12/13 page 1 of 1

106 Finding Area Practice KEY You can count the number of square units in a figure to determine the area. Find the area for each figure below. Each = 1 square unit There are 7 whole square units. There are 6 whole square units. There are 2 half square units which There are 2 half square units which equals 1 equals 1 whole square unit(s). whole square unit(s). The area is 8 square units. The area is 7 square units There are 6 whole square units. There are 2 half square units which equals 1 whole square unit(s). The area is 7 square units. 5. There are 4 whole square units. There are 4 half square units which equals 2 whole square unit(s). The area is 6 square units. There are 26 whole square units. There are 4 half square units which equals 2 whole square unit(s). The area is 28 square units. 2012, TESCCC 10/10/12 page 1 of 2

107 Finding Area Practice KEY Use the grids below to create a figure with the given number of whole square units, and half square units. Find the area of your figures. Each = 1 square unit whole square units and 4 half square units. Area = 9 square units Area Models Will Vary whole square units and 2 half square units. Area = 19 square units Area Models Will Vary 2012, TESCCC 10/10/12 page 2 of 2

108 Finding Area Practice You can count the number of square units in a figure to determine the area. Find the area for each figure below. Each = 1 square unit There are whole square units. There are half square units which equals whole square unit(s). The area is square units There are whole square units. There are half square units which equals whole square unit(s). The area is square units. There are whole square units. There are half square units which equals whole square unit(s). There are whole square units. There are half square units which equals whole square unit(s). 5. The area is square units. The area is square units. There are whole square units. There are half square units which equals whole square unit(s). The area is square units. 2012, TESCCC 10/10/12 page 1 of 2

109 Finding Area Practice Use the grids below to create a figure with the given number of whole square units, and half square units. Find the area of your figures. Each = 1 square unit whole square units and 4 half square units. Area = square units whole square units and 2 half square units. Area = square units 2012, TESCCC 10/10/12 page 2 of 2

110 Broken Ruler , TESCCC 05/07/13 page 1 of 1

111 MEASUREMENT TASK CARD 1 MATERIALS: marker, ruler at bottom of this card TASK: Estimate the length of the marker and record your estimation on the Measurement Stations Recording Sheet. Measure the marker in inches and centimeters using the ruler at the bottom of this card. Record your measurements on the Measurement Stations Recording Sheet , TESCC 05/07/13 page 1 of 5

112 MEASUREMENT TASK CARD 2 Height Bottom (front to back) MATERIALS: boxes of crayons (16, 24, and 48 count), ruler at bottom of this card TASK: A. Use the ruler at the bottom of this card to measure the height of each box from the bottom to the top. Record the measurement on the Measurement Stations Recording Sheet. B. Use the ruler at the bottom of this card to measure the width of each box from the front to the back. Record the measurement on the Measurement Stations Recording Sheet , TESCC 05/07/13 page 2 of 5

113 MEASUREMENT TASK CARD 3 MATERIALS: box of 48 crayons, blank sheet of paper, handout: Crayon Box Perimeter Mat, STAAR Reference Materials Chart TASK: A. Lay the box of crayons on a blank sheet of paper and trace around the box. (If you have completed Station 4, you will already have this drawing.) B. Estimate the length and width of the drawing. Use the STAAR Reference Materials Chart to measure the length and width in inches. Record the measurement on the Measurement Stations Recording Sheet. Complete the Crayon Box Perimeter Mat handout to find the perimeter of the drawing. 2012, TESCC 05/07/13 page 3 of 5

114 MEASUREMENT TASK CARD 4 MATERIALS: box of 48 crayons, blank sheet of paper, color tiles, handout: Crayon Box Area Mat TASK: A. Lay the box of crayons on a blank sheet of paper and trace around the box. (If you have completed Station 3, you will have this drawing.) B. Use the color tiles to cover your drawing. Record the area on the Measurement Stations Recording Sheet. Complete the Crayon Box Area Mat handout to find the area of the front of the box. 2012, TESCC 05/07/13 page 4 of 5

115 MEASUREMENT TASK CARD 5 TASK: Compare each pencil to the ruler. Measure pencil #1 to the nearest centimeter. Measure pencil #2 to the nearest half-inch. Write the measurements on the Measurement Stations Recording Sheet. Pencil # Pencil #2 2012, TESCC 05/07/13 page 5 of 5

116 Measurement Stations Recording Sheet KEY Metric measurements are to the nearest whole centimeter. Customary measurements are to the nearest 1 2 inch. Crayon box sizes may vary. Station 1 Item Marker Customary Metric Estimate Measurement Estimate Measurement Answers may vary Answers may vary Answers may vary Answers may vary Station 2 Height Width Station 3 Length Width Station 4 Crayon Box of 16 Crayon Box of 24 Crayon Box of 48 Crayon Box of 16 Crayon Box of 24 Crayon Box of 48 Crayon Box of 48 Answers may vary Answers may vary Answers may vary Answers may vary Answers may vary Answers may vary Answers may vary 4 inches 4 inches Answers may vary Answers may vary 1 2 inch Answers may vary 1 inch 1 inch 2 inches 5 inches Answers may vary Answers may vary Answers may vary Answers may vary 10 centimeters 10 centimeters 13 centimeters 1 centimeter 2 centimeters 6-7 centimeters 13 centimeters If 3 of these boxes were laid end-to-end, what would be the total length? 39 centimeters Crayon Answers may Answers may 3 inches 8 centimeters Box of 48 vary vary If 3 of these boxes were laid side-by-side, what would be the total length? 24 centimeters Crayon Box of 48 Area: 15 square units (or 15 color tiles) Station 5 Pencil Answers may vary inches Answers may vary 17 centimeters 2012, TESCCC 10/10/12 page 1 of 1

117 Measurement Stations Recording Sheet Metric measurements are to the nearest whole centimeter. Customary measurements are to the nearest 1 2 inch. Item Customary Metric Estimate Measurement Estimate Measurement Station 1 Station 2 Height Width Station 3 Length Width Station 4 Station 5 Marker Crayon Box of 16 Crayon Box of 24 Crayon Box of 48 Crayon Box of 16 Crayon Box of 24 Crayon Box of 48 Crayon Box of 48 If 3 of these boxes were laid end-to-end, what would be the total length? Crayon Box of 48 If 3 of these boxes were laid side-by-side, what would be the total length? Crayon Box of 48 Pencil 2012, TESCCC 10/10/12 page 1 of 1

118 Crayon Box Perimeter Mat Sample KEY Customary Drawing: Draw a picture of your crayon box below showing the measurements of each side. Metric Drawing: Draw a picture of your crayon box below showing the measurements of each side. 3 inches 8 cm 5 inches 5 inches 13 cm 13 cm 3 inches 8 cm Calculation: Determine the perimeter. Calculation: Determine the perimeter = 16 inches = 42 centimeters 2012, TESCCC 10/10/12 page 1 of 1

119 Crayon Box Perimeter Mat Customary Drawing: Draw a picture of your crayon box below showing the measurements of each side. Metric Drawing: Draw a picture of your crayon box below showing the measurements of each side. Calculation: Determine the perimeter. Calculation: Determine the perimeter. 2012, TESCCC 10/10/12 page 1 of 1

120 Crayon Box Area Mat Sample KEY Customary Drawing: Use the grid below to sketch the cover of your box. Metric Drawing: Use the grid below to sketch the cover of your box. = 1 square inch = 1 square centimeter Calculate the area of the sketch above. Calculations may vary. Sample Answers: 5 groups of 3 = 15 or = 15 or 5 x 3 = 15 Calculate the area of the sketch above. Calculations may vary. Sample Answers: 13 groups of 8 = 104 or = 104 or 13 x 8 = , TESCCC 10/10/12 page 1 of 1

121 Crayon Box Area Mat Customary Drawing: Use the grid below to sketch the cover of your box. Metric Drawing: Use the grid below to sketch the cover of your box. = 1 square inch = 1 square centimeter Calculate the area of the sketch above. Calculate the area of the sketch above. 2012, TESCCC 10/10/12 page 1 of 1

122 Measurement Evaluation KEY 1. Estimate and measure the length of the top of your desk. Estimate Measurement Customary Units Answers may vary Answers may vary Metric Units Answers may vary Answers may vary 2. Estimate and measure the height of your chair using centimeters and label your answer. Estimate: Answers may vary Actual: Answers may vary 3. Find and record the area (in square yards) of one hole of a putt-putt golf course shaded below. Explain how you found the measure. 4.Find and record the perimeter (in yards) of one hole of a putt-putt golf course shaded below. Explain how you found the measure. Putt-putt Start = 1 square yard = 1 square yard Putt-putt Start Area: 19 square yards Explanation: Answers may vary but should include counting whole units and half units to find the area Perimeter: 26 yards Explanation: Answers may vary but should include counting sides to find the perimeter 2012, TESCCC 02/25/13 page 1 of 3

123 Measurement Evaluation KEY Look at the figures below. The dimensions are given in centimeters. 2 cm A 2 cm 2 cm B 2 cm 2 cm 2 cm 2 cm 1 cm 1 cm 4 cm 1 cm C 1 cm 1 cm D 1 cm 2 cm 1 cm 3 cm 1 cm 1 cm 1 cm 1 cm 1 cm F E 3 cm 1 cm 1 cm 1 cm 3 cm 3 cm Which figures have the same perimeter? How do you know? Figures B, D, and E; Because each perimeter totals 8 centimeters 2012, TESCCC 02/25/13 page 2 of 3

124 Measurement Evaluation KEY Use Chart to measure the pictures below (along the line segments given) to the nearest half inch or nearest centimeter. 1. Customary: inches 2. Metric: 5 centimeters If 3 of these rectangles were laid end-to-end, what would be the total length? 15 centimeters 3. Customary: 2 inches 4. Metric: 1 centimeter If 7 of these pencils were laid sideby-side, what would be the total length? 7 centimeters 2012, TESCCC 02/25/13 page 3 of 3

125 Measurement Evaluation 1. Estimate and measure the length of the top of your desk. Estimate Measurement Customary Units Metric Units 2. Estimate and measure the height of your chair using centimeters and label your answer. Estimate: Actual: 3. Find and record the area (in square yards) of one hole of a putt-putt golf course shaded below. Explain how you found the measure. 4. Find and record the perimeter (in yards) of one hole of a putt-putt golf course shaded below. Explain how you found the measure. Putt-putt Start = 1 square yard = 1 square yard Putt-putt Start Area: Explanation: Perimeter: Explanation: 2012, TESCCC 02/25/13 page 1 of 3

126 Measurement Evaluation Look at the figures below. The dimensions are given in centimeters. 2 cm A 2 cm 2 cm B 2 cm 2 cm 2 cm 2 cm 1 cm 1 cm 4 cm 1 cm C 1 cm 1 cm D 1 cm 2 cm 1 cm 3 cm 1 cm 1 cm 1 cm 1 cm 1 cm F E 3 cm 1 cm 1 cm 1 cm 3 cm 3 cm Which figures have the same perimeter? How do you know? 2012, TESCCC 02/25/13 page 2 of 3

127 Measurement Evaluation Use Chart to measure the pictures below (along the line segments given) to the nearest half inch or nearest centimeter. 1. Customary: 2. Metric: If 3 of these rectangles were laid end-to-end, what would be the total length? 3. Customary: 4. Metric: If 7 of these pencils were laid sideby-side, what would be the total length? 2012, TESCCC 02/25/13 page 3 of 3