# Round Rock ISD Lesson 1 Grade 3 Measurement Kit. Broken Rulers and Line It Up!* - A Length Measurement Lesson

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4 Round Rock ISD Lesson 1 Grade 3 Measurement Kit BASIC UNDERSTANDINGS: When we measure length, we count the spaces between the numbers on the ruler. The 0 at the left end of a ruler indicates the starting point and no distance. The numbers represent the entire length of that many inches. When the 0 mark on the ruler is lined up with one end of the length being measured, the number that lines up with the other end of the length being measured is the number of inches of that length. There are no gaps or overlaps when measuring length. If the end of the length being measured is lined up with another number on the ruler than 0, then the difference of the numbers on the ends of the length being measured will give you the number of inches in between. You could also count the spaces between numbers to find the number of inches. A ruler is a special kind of number line where the distance between each whole number is one inch (or one centimeter). One foot is the same as 12 inches. One meter is the same as 100 centimeters. EXPLANATION Students will explain their thinking and justify their solutions in groups and in whole-class discussion, as well as with tables, diagrams, and written explanations. See activities in Exploration, Elaboration, and Evaluation. tech ELABORATION Line It Up! Part 1: Provide students with a ruler with centimeter markings (1 per student), meter sticks (1 per group), adding machine tape paper strips at least a meter long (1 per group), two contrasting colors of markers (per group), and pencils (1 per student). Follow steps 1 4 in the teacher directions for the attached Line It Up! activity from Mathematics TEKS Refinement EVALUATION On the board draw a rectangular card and a broken ruler underneath. Make the card 8 inches long and place a broken ruler under it showing from 16 to 24 ¼, except, do not show the number 16. Show the ruler tick marks from 16 to 24 ¼ but only the numbers from 17 to 24. Ask students to (individually) figure out how long the bottom of the card is and explain their strategy and thinking using words, pictures, and numbers. (If a student is stumbled by the missing number 16, ask him or her to draw the missing part of the ruler.) Do students use accurate and efficient measuring strategies? Do they have an effective strategy for measuring with a broken ruler? Do students understand that when measuring using a ruler, they are counting the spaces between the numbers? Do students understand that the numbers on a ruler represent the entire length in inches (cm) from the 0 end of the ruler to the tick mark for that number? Are they avoiding gaps and overlaps when measuring length? Do students make reasonable estimates/predictions? On what do they base their estimates/predictions? Do students have a benchmark for how long an inch is? how long a centimeter is? Are students able to determine the reasonableness of their solutions and the solutions of others? 2009 Round Rock ISD Curriculum Elementary Mathematics 4

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8 Mathematics TEKS Refinement 2006 K-5 Tarleton State University Time: 2 3 class periods Lesson: Procedures 1. Have each group of students create a paper meter stick marked off in centimeters on the paper strips. Students should use a purchased meter stick as a guide for marking off the centimeters. After marking the centimeters on the paper strips, students should color each centimeter, alternating between red and black (or any two other contrasting colors). In addition, the students should number the centimeters from 1 to 100 inside the boxes. See the diagram below Notes This portion of the lesson will take some time to completely color-code their paper meter sticks. While the students are working on them, discuss concepts such as the following: Why the numbering is inside each box. (reinforces that the length between the tic marks is more important than the tic marks or the numerical labels) How each box is congruent and measures one centimeter in length Note: Only one-tenth of the paper meter stick is shown above. Alternating colors and numbering inside the boxes reinforces the concept of measuring the length between the tic marks, rather than counting tic marks. 2. Direct students to find the items listed on the recording sheet. Have students measure the length of each item in centimeters using their paper meter sticks and record their measurements on the recording sheet. As you monitor the groups while they measure, ask guiding questions such as the following: How many red centimeters did you measure? How many black centimeters did you measure? What is the total of all the centimeters (red and black)? Do you get the same total of centimeters if you start measuring at the opposite end of your paper meter stick? Could you get the same total only using a Measurement Grade 3 Line It Up! Page 2

9 Mathematics TEKS Refinement 2006 K-5 Tarleton State University Procedures piece or part of your paper strip? Notes 3. Have each group present one item and explain how they measured its length. The guiding questions listed in the previous procedure would work well during this whole group debrief as well. 4. Have students compare/sort the collection of objects according to length and record findings on the recording sheet. Assessment: Extensions: The recording sheet and teacher observations serve as assessment tools throughout the lesson. 1. Direct students attention to a specific reference item. Then have students compare a variety of items to the reference item, sorting them into two groups: shorter than or longer than. Provide students with a different reference object occasionally to produce different sorts. 2. Have students collect or record a list of items that are longer than, shorter than, or equal to a given dimension (one foot, one inch, one centimeter, etc ). Resources: Lovin, L.H., & Van de Walle, J. A. (2006). Teaching student-centered mathematics: Grades 3-5. Boston: Pearson Education, Inc. Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston: Pearson Education, Inc. Measurement Grade 3 Line It Up! Page 3

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11 Mathematics TEKS Refinement 2006 K-5 Tarleton State University Line It Up! Recording Sheet Item Length of an unsharpened pencil Width of the door Length in centimeters Width of a sheet of paper Length of a shoe Width of a poster Length of chalk or a dry erase marker List the items from the table in order from longest to shortest. Measurement Grade 3 Line It Up! Page 4

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