# Lesson 1 Problem Set 2 2

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Lesson 1 Problem Set 2 2 Name Date Use centimeter cubes to find the length of each object. 1. The picture of the fork and spoon is about centimeter cubes long. 2. The picture of the hammer is about centimeters long. 3. The length of the picture of the comb is about centimeters.. Lesson 1: Connect measurement with physical units by using multiple copies of the same physical unit to measure. 1

2 Lesson 1 Problem Set The length of the picture of the shovel is about centimeters. 5. The head of a grasshopper is 2 centimeters long. The rest of the grasshopper s body is 7 centimeters long. What is the total length of the grasshopper? 6. The length of a screwdriver is 19 centimeters. The handle is 5 centimeters long. a. What is the length of the top of the screwdriver? b. How much shorter is the handle than the top of the screwdriver? Lesson 1: Connect measurement with physical units by using multiple copies of the same physical unit to measure. 2

3 Lesson 1 Homework 2 2 Name Date Count each centimeter cube to find the length of each object. 1. The crayon is centimeter cubes long. 2. The pencil is centimeters long. 3. The clothespin is centimeters long. 4. The length of the marker is centimeters. Lesson 1: Connect measurement with physical units by using multiple copies of the same physical unit to measure. 3

4 Lesson 1 Homework Richard has 43 centimeter cubes. Henry has 36 centimeter cubes. What is the length of their cubes altogether? 6. The length of Marisa s loaf of bread is 56 centimeters. She cut off of 32 centimeters of bread. What is the length of what she has left? 7. The length of Jimmy s math book is 17 centimeter cubes. His reading book is 12 centimeter cubes longer. What is the length of his reading book? Lesson 1: Connect measurement with physical units by using multiple copies of the same physical unit to measure. 4

5 Lesson 2 Problem Set 2 2 Name Date Find the length of each object using one centimeter cube. Mark the endpoint of each centimeter cube as you measure. 1. The picture of the eraser is about centimeters long. 2. The picture of the calculator is about centimeters long. 3. The length of the picture of the envelope is about centimeters. Lesson 2: Use iteration with one physical unit to measure. 5

6 Lesson 2 Problem Set Jayla measured her puppet s legs to be 23 centimeters long. The stomach is 7 centimeters long, and the neck and head together are 10 centimeters long. What is the total length of the puppet? 5. Elijah begins measuring his math book with his centimeter cube. He marks off where each cube ends. After a few times, he decides this process is taking too long and starts to guess where the cube would end and then mark it. Explain why Elijah s answer will be incorrect Lesson 2: Use iteration with one physical unit to measure. 6

7 Lesson 2 Homework 2 2 Name Date Use the centimeter square at the bottom of the next page to measure the length of each object. Mark the endpoint of the square as you measure. 1. The picture of the glue is about centimeters long. 2. The picture of the lollipop is about centimeters long. 3. The picture of the scissors is about centimeters long. Lesson 2: Use iteration with one physical unit to measure. 7

8 Lesson 2 Homework Samantha used a centimeter cube and the mark and move forward strategy to measure these ribbons. Use her work to answer the following questions. Red Ribbon Blue Ribbon Yellow Ribbon a. How long is the red ribbon? centimeters long. b. How long is the blue ribbon? centimeters long. c. How long is the yellow ribbon? centimeters long. d. Which ribbon is the longest? Red Blue Yellow e. Which ribbon is the shortest? Red Blue Yellow f. The total length of all the ribbons is centimeters Cut out this centimeter square to measure the length of the glue bottle, lollipop, and scissors. Lesson 2: Use iteration with one physical unit to measure. 8

9 Lesson 3 Problem Set 2 2 Name Date Use your centimeter ruler to measure the length of the objects below. 1. The picture of the animal track is about cm long. 2. The picture of the turtle is about cm long. 3. The picture of the sandwich is about cm long. Lesson 3: Apply concepts to create unit rulers and measure lengths using unit rulers. 9

10 Lesson 3 Problem Set Measure and label the length of each side of the triangle using your ruler. a. Which side is the shortest? Side A Side B Side C b. What is the length of Sides A and B together? centimeters c. How much shorter is Side C than Side B? centimeters Lesson 3: Apply concepts to create unit rulers and measure lengths using unit rulers. 10

11 Lesson 3 Homework 2 2 Name Date Measure the lengths of the objects with the centimeter ruler you made in class. 1. The picture of the fish is cm long. 2. The picture of the fish tank is cm long. 3. The picture of the fish tank is cm longer than the picture of the fish. Lesson 3: Apply concepts to create unit rulers and measure lengths using unit rulers. 11

12 Lesson 3 Homework Measure the lengths of Sides A, B, and C. Write their length on the line. a. Which side is the longest? Side A Side B Side C b. How much longer is Side B than Side A? cm longer c. How much shorter is Side A than Side C? cm shorter d. Sides B and D are the same length. What is the length of Sides B and D together? cm e. What is the total length of all four sides of this figure? cm Lesson 3: Apply concepts to create unit rulers and measure lengths using unit rulers. 12

13 Lesson 4 Problem Set 2 2 Name Date 1. Measure five things in the classroom with a centimeter ruler. List the five things and their length in centimeters. Object Name Length in Centimeters a. b. c. d. e. 2. Measure four things in the classroom with a meter stick or meter tape. List the four things and their length in meters. Object Name Length in Meters a. b. c. d. Lesson 4: Measure various objects using centimeter rulers and meter sticks. 13

14 Lesson 4 Problem Set List five things in your house that you would measure with a meter stick or meter tape Why would you want to measure those five items with a meter stick or meter tape instead of a centimeter ruler? 4. The distance from the cafeteria to the gym is 14 meters. The distance from the cafeteria to the playground is double that distance. How many times would you need to use a meter stick to measure the distance from the cafeteria to the playground? Lesson 4: Measure various objects using centimeter rulers and meter sticks. 14

15 Lesson 4 Homework 2 2 Name Date 1. Circle cm (centimeter) or m (meter) to show which measurement you would use to measure the length of each object. a. Length of a marker cm or m b. Length of a school bus cm or m c. Length of a laptop computer cm or m d. Length of a highlighter marker cm or m e. Length of a football field cm or m f. Length of a parking lot cm or m g. Length of a cell phone cm or m h. Length of a lamp cm or m i. Length of a supermarket cm or m j. Length of a playground cm or m 2. Fill in the blanks with cm or m. a. The length of a swimming pool is 25. b. The height of a house is 8. c. Karen is 6 shorter than her sister. d. Eric ran 65 down the street. e. The length of a pencil box is 3 longer than a pencil. Lesson 4: Measure various objects using centimeter rulers and meter sticks. 15

16 Lesson 4 Homework Use the centimeter ruler to find the length (from one mark to the next) of each object. a. Triangle A is cm long. Square B is cm long. Semi-circle C is cm long. Hexagon D is cm long. Rectangle E is cm long. b. Explain how the strategy to find the length of each shape above is different from how you would find the length if you used a centimeter cube. Lesson 4: Measure various objects using centimeter rulers and meter sticks. 16

17 Lesson 5 Problem Set 2 2 Name Date First, estimate the length of each line in centimeters using mental benchmarks. Then, measure each line with a centimeter ruler to find the actual length. 1. a. Estimate: cm b. Actual length: cm 2. a. Estimate: cm b. Actual length: cm 3. a. Estimate: cm b. Actual length: cm 4. a. Estimate: cm b. Actual length: cm Lesson 5: Develop estimation strategies by applying prior knowledge of length and using mental benchmark. 17

18 Lesson 5 Problem Set a. Estimate: cm b. Actual length: cm 6. Circle the correct unit of measurement for each length estimate. a. The height of a door is about 2 (centimeters/meters) tall. What benchmark did you use to estimate? b. The length of a pen is about 10 (centimeters/meters) long. What benchmark did you use to estimate? c. The length of a car is about 4 (centimeters/meters) long. What benchmark did you use to estimate? d. The length of a bed is about 2 (centimeters/meters) long. What benchmark did you use to estimate? e. The length of a dinner plate is about 20 (centimeters/meters) long. What benchmark did you use to estimate? 7. Use an unsharpened pencil to estimate the length of 3 things in your desk. a. is about cm long. b. is about cm long. c. is about cm long. Lesson 5: Develop estimation strategies by applying prior knowledge of length and using mental benchmark. 18

19 Lesson 5 Homework 2 2 Name Date 1. Name five things in your home that you would measure in meters. Estimate their length. *Remember, the length from a doorknob to the floor is about 1 meter. Item Estimated Length a. b. c. d. e. 2. Choose the best length estimate for each object. a. Whiteboard 3 m or 45 cm b. Banana 14 cm or 30 cm c. DVD 25 cm or 17 cm d. Pen 16 cm or 1 m e. Swimming pool 50m or 150 cm Lesson 5: Develop estimation strategies by applying prior knowledge of length and using mental benchmark. 19

20 Lesson 5 Homework The width of your pinky finger is about 1 cm. Measure the length of the lines using your pinky finger. Write your estimate. a. Line A Line A is about cm long. b. Line B Line B is about cm long. c. Line C Line C is about cm long. d. Line D Line D is about cm long. e. Line E Line E is about cm long. Lesson 5: Develop estimation strategies by applying prior knowledge of length and using mental benchmark. 20

22 Lesson 6 Problem Set Daniel measured the heights of some young trees in the orchard. He wants to know how many more centimeters are needed to have a height of 1 meter. Fill in the blanks. 90 cm + cm = 1 m 80 cm + cm = 1 m 85 cm + cm = 1 m 81 cm + cm = 1m 5. Carol s ribbon is 76 centimeters long. Alice s ribbon is 1 meter long. How much longer is Alice s ribbon than Carol s? 6. The cricket hopped a distance of 52 centimeters. The grasshopper hopped 19 centimeters farther than the cricket. How far did the grasshopper jump? 7. The pencil box is 24 centimeters in length and 12 centimeters wide. How many more centimeters is the length than the width? more cm Draw the rectangle and label the sides. What is the total length of all four sides? cm Lesson 6: Measure and compare lengths using centimeters and meters. 22

23 Lesson 6 Homework 2 2 Name Date Measure each set of lines in centimeters, and write the length on the line. Complete the comparison sentences. 1. Line A Line B a. Line A is about cm longer than line B. b. Line A and B are about cm combined. 2. Line X Line Y Line Z a. Line X measured about cm. b. Line Y measured about cm. c. Line Z measured about cm. d. Lines X, Y, and Z are about cm combined. e. Line Z is about cm shorter than Line X. f. Line X is about cm shorter than Line Y. g. Line Y is about cm longer than Line Z. h. Line X doubled is about cm longer than line Y. 3. Line J is 60 cm long. Line K is 85 cm long. Line L is 1 m long. a. Line J is cm shorter than line K. b. Line L is cm longer than line K. c. Line J doubled is cm more than line L. d. Lines J, K, and L combined are cm. Lesson 6: Measure and compare lengths using centimeters and meters. 23

24 Lesson 6 Homework Katie measured the seat height of four different chairs in her house. Here are her results: Loveseat height: 51 cm Dining room chair height: 55 cm Highchair height: 97 cm Counter stool height: 65 cm a. How much shorter is the dining room chair than the counter stool? cm b. How much taller is the highchair than the loveseat? cm c. What is the difference between the height of tallest chair and the height of the shortest chair? cm d. How much taller is a meter stick than the counter stool? cm e. How much taller is a meter stick than the loveseat? cm 5. Max ran 15 meters this morning. This afternoon, he ran 48 meters. a. How many more meters did he run in the afternoon? b. How many meters did Max run in all? 6. The length of the tabletop is 2 meters long. If the tablecloth on the table is 256 centimeters, how much longer is the tablecloth than the tabletop? Lesson 6: Measure and compare lengths using centimeters and meters. 24

25 25

27 Lesson 7 Problem Set Draw a line that is 6 cm long and another line below it that is 15 cm long. Label the 6 cm line C and the 15 cm line D. a. Line C is about paper clips long. b. Line D is about paper clips long. c. Line D is about cm longer than Line C. d. Line C is about paper clips shorter than Line D. e. Lines C and D together are about paper clips long. f. Lines C and D together are about centimeters long. 5. Christina measured Line F with quarters and Line G with pennies. Line F Line G Line F measured the length of about 6 quarters. Line G measured the length of about 8 pennies. Christina said Line G is longer because 8 is a bigger number than 6. Explain why Christina is incorrect. Lesson 7: Measure and compare lengths using standard metric length units and non-standard length units; relate measurement to unit size. 27

29 Lesson 7 Homework Line X is 1 meter. Line Y is 89 centimeters. a. Line X is centimeters. b. Which line is longer? Line X Line Y c. How much longer? cm 5. Line P is 2 meters. Line Q is 300 centimeters. a. Line P is centimeters. b. Line Q is meters. c. Which line is longer? Line P Line Q d. How much longer? 6. Jordan measured the length of a line with large paper clips. His friend measured the length of the same line with small paper clips. a. About how many paper clips did Jordan use? large paper clips b. About how many small paper clips did his friend use? small paper clips c. Why did Jordan s friend need more paper clips to measure the same line as Jordan? Lesson 7: Measure and compare lengths using standard metric length units and non-standard length units; relate measurement to unit size. 29

30 Lesson 8 Problem Set 2 2 Name Date 1. B a A b a. Line A is cm long. b. Line B is cm long. c. Together, Lines A and B measure cm. d. Line A is cm (longer/shorter) than Line B. 2. A cricket jumped 5 centimeters forward and 9 centimeters back, then stopped. If the cricket started at 23 on the ruler, where did the cricket stop? Show your work on the broken centimeter ruler. 3. Marty made a train of red and yellow centimeter cubes that measured 16 centimeters in length. He added 11 more yellow cubes and removed 8 red cubes. What is the length of the train now? Lesson 8: Solve addition and subtraction word problems using the ruler as a number line. 30

31 Lesson 8 Problem Set Each of the parts of the path below is 4 length units. What is the total length of the path? length units 5. Ben took two different ways home from school to see which way was the quickest. All streets on Route A are the same length. All streets on Route B are the same length. School Route A 5 m 7 m Route B Home Route A Route B a. How many meters is Route A? m b. How many meters is Route B? m c. What is the difference between Route A and Route B? m d. Which route should Ben take if he wants to get home quickly? Lesson 8: Solve addition and subtraction word problems using the ruler as a number line. 31

32 Lesson 8 Homework 2 2 Name Date 1. a. Line C is cm. b. Line D is cm. c. Lines C and D are cm. d. Line C is cm (longer/shorter) than Line D. D d C c A cardinal flew 12 meters north and then turned around and flew 5 meters south. His starting point is marked on the ruler. Where is the cardinal now? Show your work on the broken ruler. South North Start Lesson 8: Solve addition and subtraction word problems using the ruler as a number line. 32

33 Lesson 8 Homework All of the parts of the path below are equal length units. 3 a. Fill in the empty boxes with the lengths of each side. b. The path is length units long. c. How many more parts would you need to add for the path to be 21 length units long? parts 4. The length of a picture is 67 centimeters. The width of the picture is 48 centimeters. How many more centimeters is the length than the width? Lesson 8: Solve addition and subtraction word problems using the ruler as a number line. 33

34 Lesson 9 Problem Set 2 2 b. Which path in the shortest? c. Draw a tape diagram to compare two of the lengths. 3. Estimate the length of the path below in centimeters. a. The path is about cm long. Use your piece of string to measure the length of the path. Then, measure the string with your meter strip. b. The actual length of the path is cm. c. Draw a tape diagram to compare your estimate and the actual length of the path. Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths. 34

35 Lesson 9 Homework 2 2 Name Date 1. Complete the chart by first estimating the measurement around three objects in your house, and then finding the actual measurement with your meter strip. Object Name Estimated Measurement in Centimeters Actual Measurement in Centimeters a. What is the difference between the longest and shortest measurements? cm b. Draw a tape diagram comparing the two of the estimated measurements. c. Draw a tape diagram to compare two of the actual measurements. Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths. 35

36 Lesson 9 Homework Measure the two paths below with your meter strip and string. Path A Path B a. Path A is cm long. b. Path B is cm long. c. Together, Paths A and B measure cm. d. Path A is cm (shorter/longer) than Path B. 3. Kim is using a ribbon to decorate a table for a party. Measure the ribbon she is using to decorate. a. The ribbon is cm long. Kim needs 1 meter of ribbon. b. How much more ribbon does Kim need than what she has? cm Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths. 36

37 Lesson 9 Homework Shawn and Steven had a contest to see who could jump farther. Shawn jumped 75 centimeters. Steven jumped 23 more centimeters than Shawn. a. How far did Steven jump? centimeters b. Who won the jumping contest? c. Draw a tape diagram to compare the lengths that Shawn and Steven jumped. Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths. 37

38 Lesson 10 Problem Set 2 2 Name Date Use the RDW process to solve. Draw a tape diagram for each step. Problem 1 has been started for you. 1. Maura's ribbon is 26 cm long. Colleen's ribbon is 14 cm shorter than Maura's ribbon. What is the total length of both the ribbons? Step 1: Find the length of Colleen s ribbon. 26 cm? 14 cm shorter Step 2: Find the length of both ribbons. 26 cm? 14 cm shorter? 2. Jesse s doll is 30 cm tall. Sarah s doll is 9 cm shorter than Jessie s doll. What is the total length of both dolls? Step 1: Find the length of Sarah s doll. Step 2: Find the length of both dolls. Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems. 38

39 Lesson 10 Problem Set Steven has a black leather strip that is 13 centimeters long. He cut off 5 centimeters. His teacher gave him a brown leather strip that is 16 centimeters long. What is the total length of both strips? Step 1: Find the length of black leather strip after being cut. Step 2: Find the length of the black and brown leather strips together. 4. Pam and Mark measured the distance around each other s wrists. Pam s wrist measured 10 cm. Mark s wrist measured 3 cm more than Pam s. What is the total length around all four of their wrists? Step 1: Find the distance around both Mark s wrists. Step 2: Find the total measurement of all four wrists. Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems. 39

40 Lesson 10 Homework 2 2 Name Date Use the RDW process to solve. Draw a tape diagram for each step. Problem 1 has been started for you. 1. There is 29 cm of green ribbon. A blue ribbon is 9 cm shorter than the green ribbon. How long is the blue ribbon? Step 1: Find the length of blue ribbon. Step 2: Find the length of both the blue and green ribbons. 2. Joanna and Lisa drew lines. Joanna s line is 41 cm long. Lisa s line is 19 cm longer than Joanna s. How long are Joanna s and Lisa s lines? Step 1: Find the length of Lisa s line. Step 2: Find the total length of their lines. Lesson 10: Apply conceptual understanding of measurement by solving two-step word problems. 40

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

Round Rock ISD 2008-09 Lesson 1 Grade 3 Measurement Kit Broken Rulers and Line It Up!* - A Length Measurement Lesson tech *Lesson is adapted from two activities in Sizing Up Measurement: Activities for

### Objective: Order, measure, and compare the length of objects before and after measuring with centimeter cubes, solving compare with difference

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1 3 Lesson 6 Objective: Order, measure, and compare the length of objects before and after Suggested Lesson Structure Fluency Practice Application Problem

### Fractions of an Area

Fractions of an Area Describe and compare fractions as part of an area using words, objects, pictures, and symbols.. Circle the letter of each cake top that shows fourths. A. D. Each part of this rectangle

### Measuring with Decimetres

1 Measuring with Decimetres Measure with decimetres and relate decimetres to centimetres and metres. You will need a metric ruler. 1. Many measurements begin with estimates. People often use reference

### Exploring Length, Area, and Attributes

Explorations Exploring Length, Area, and Attributes Objectives To guide children as they measure lengths and distances to the nearest inch and centimeter, explore area by tiling surfaces, and sort attribute

### Grade 1 Math Expressions Vocabulary Words 2011

Italicized words Indicates OSPI Standards Vocabulary as of 10/1/09 Link to Math Expression Online Glossary for some definitions: http://wwwk6.thinkcentral.com/content/hsp/math/hspmathmx/na/gr1/se_9780547153179

### 1 Mathematics Curriculum

New York State Common Core 1 Mathematics Curriculum G R A D E GRADE 1 MODULE 1 Topic F Development of Addition Fluency Within 10 1.OA.3, 1.OA.6 Focus Standard: 1.OA.3 Apply properties of operations as

### Time Measurement. by Christina Myren, Conejo Valley USD

CMC Parent Involvement and Awareness: Ten for Dinner Equals Ten Math Activities by Christina Myren, Conejo Valley USD cmyren@aol.com CONCEPTS SKILLS MATERIALS DESCRIPTION Number, Measurement, Statistics,

### II. 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 1

First Graders Measure Up! Grade Level or Special Area: First Grade Written by: Cindy Todd and Nancy Sanchez, Roscoe Wilson Elementary Magnet School, Lubbock, TX Length of Unit: Ten Lessons (10 days) I.

### Grade 8 Mathematics Measurement: Lesson 1

Grade 8 Mathematics Measurement: Lesson 1 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside

### Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Teacher Materials

Lesson 1 Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Teacher Materials Perimeter: The Line Club T1: Before class: Copy one set of student pages for each student in the

### Unit 12. Year 2 Autumn term. Unit Objectives. Link Objectives. Five daily lessons. Title measures and time. Year 2

Unit 12 Five daily lessons Title measures and time Year 2 Autumn term Use a ruler to measure and draw lines to the nearest cm. Order the months of the year. Read time to the hour on an analogue or 12-hour

### OA3-10 Patterns in Addition Tables

OA3-10 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20

Fractions in Grade 1 Understanding of fractions and fractional fluency has been a major concern and hindrance to our students conceptual knowledge of fractions and the relationships among them. This unit

### EXTRA ACTIVITy pages

EXTRA FUN ACTIVITIES This booklet contains extra activity pages for the student as well as the tests. See the next page for information about the activity pages. Go to page 7 to find the Alpha tests. EXTRA

### Number Models for Area

Number Models for Area Objectives To guide children as they develop the concept of area by measuring with identical squares; and to demonstrate how to calculate the area of rectangles using number models.

### Measuring with a Ruler

Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations

### The Long and Short of It: Introducing Measurement in Primary Grades

California State Standards: Kindergarten MG. - Compare the length, weight, and capacity of objects by making direct comparisons with reference objects (e.g., note which object is shorter, longer, taller,

### I Perimeter, Area, Learning Goals 304

U N I T Perimeter, Area, Greeting cards come in a variety of shapes and sizes. You can buy a greeting card for just about any occasion! Learning Goals measure and calculate perimeter estimate, measure,

### Multiplication Facts

Multiplication Facts Division Facts Toothpick Triangles What you will need: 1 box of toothpicks Paper Pencil 1. First, create a toothpick triangle using 3 toothpicks. 2. In the chart, under Number of Toothpicks,

### CRIME SCENE EVALUATION LAB

FORENSIC SCIENCE INTRODUCTION ACTIVITY #12 NAME DATE HR CRIME SCENE EVALUATION LAB Objective You will draw rough and final sketches of a crime scene. Introduction Once the photographer has completed his

### Mental Math Grade 2 MM 2-1 MM 2-4. I ll start counting, you keep going when I stop. 1. What is 3 more than 5? (8) Continue with numbers less than 10.

MM 2-1 I ll start counting, you keep going when I stop. 1. 1, 2, 3,... (4, 5, 6) MM 2-4 1. What is 3 more than 5? (8) Continue with numbers less than 10. 2. 5, 6, 7,... (8, 9, 10) 3. 7, 8, 9,... (10, 11,

### Lesson Plans Letter: H

Lesson Plans Letter: H Teacher: Lauren Butler Week of: Room #: Objective-TSW identify what letter habitat starts with. TSW create an ocean habitat. Materials- Rainbow Fish, shoe box/small box, glue, crayons,

### Formulas for Area Area of Trapezoid

Area of Triangle Formulas for Area Area of Trapezoid Area of Parallelograms Use the formula sheet and what you know about area to solve the following problems. Find the area. 5 feet 6 feet 4 feet 8.5 feet

### Imperial Length Measurements

Unit I Measuring Length 1 Section 2.1 Imperial Length Measurements Goals Reading Fractions Reading Halves on a Measuring Tape Reading Quarters on a Measuring Tape Reading Eights on a Measuring Tape Reading

### Eureka Math. Grade 2, Module 4. Student File_A. Contains copy-ready classwork and homework as well as templates (including cut outs)

A Story of Units Eureka Math Grade 2, Module 4 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) Published by the non-profit Great Minds. Copyright 2015

### Tom had 5 toy cars. His dad gave him 3 more toy cars. How many toy cars did Tom have in all?

How many and in all? How many more than? How many are left? Tom had 5 toy cars. His dad gave him 3 more toy cars. How many toy cars did Tom have in all? 7 birds were in a tree. 2 more birds flew to the

### Grade 4 Mathematics Measurement: Lesson 2

Grade 4 Mathematics Measurement: Lesson 2 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information outside

### Tasks to Move Students On

Maths for Learning Inclusion Tasks to Move Students On Part 1 Maths for Learning Inclusion (M4LI) Tasks to Move Students On Numbers 1 10 Structuring Number Maths for Learning Inclusion (M4LI) Tasks to

### Let s Measure Pre-Kindergarten

Ohio Standards Connection Measurement Standard Benchmark D Apply measurement techniques to measure length, weight and volume (capacity). Indicator 6 Measure length and volume (capacity) using non-standard

### Unit 2 Number and Operations Fractions: Multiplying and Dividing Fractions

Unit Number and Operations Fractions: Multiplying and Dividing Fractions Introduction In this unit, students will divide whole numbers and interpret the answer as a fraction instead of with a remainder.

### Second Grade Math Standards and I Can Statements

Second Grade Math Standards and I Can Statements Standard CC.2.OA.1 Use addition and subtraction within 100 to solve one and two-step word problems involving situations of adding to, taking from, putting

### 1 st Grade Math Do-Anytime Activities

1 st Grade Have your child help create a number line (0-15) outside with sidewalk chalk. Call out a number and have your child jump on that number. Make up directions such as Hop to the number that is

### AUTUMN UNIT 3. first half. Perimeter. Centimetres and millimetres. Metres and centimetres. Area. 3D shapes PART 3 MEASURES AND PROPERTIES OF SHAPES

PART AUTUMN first half MEASURES AND PROPERTIES OF SHAPES SECTION Perimeter SECTION Centimetres and millimetres SECTION Metres and centimetres SECTION Key Stage National Strategy CROWN COPYRIGHT 00 Area

Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation

### ME3-11 Measuring Perimeter

ME3-11 Measuring Perimeter Goals: Students will estimate and measure perimeters using non-standard units. Prior Knowledge Required: What measurement means Practice and comfort with other forms of linear

### STRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:

how August/September Demonstrate an understanding of the place-value structure of the base-ten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)

### Topic: 1 - Understanding Addition and Subtraction

8 days / September Topic: 1 - Understanding Addition and Subtraction Represent and solve problems involving addition and subtraction. 2.OA.1. Use addition and subtraction within 100 to solve one- and two-step

Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using

### Friday 14 June 2013 Morning

F Friday 14 June 2013 Morning GCSE MATHEMATICS B J567/02 Paper 2 (Foundation Tier) *J517120613* Candidates answer on the Question Paper. OCR supplied materials: None Other materials required: Geometrical

### Isaac The Son of Promise

Isaac The Son of Promise Teacher Pep Talk: Waiting on God is hard. Abraham and Sarah waited a very long time (over 20 years) for God to fulfill His promise of sending them a son of their own (Isaac.) Isaac

### Measuring in Centimetres

1 Measuring in Centimetres Estimate and measure lengths in centimetres. You will need a centimetre ruler. 1. Use your hands and fingers to estimate the length of each object. Write your estimates. Then

### Concepts/Skills. Materials

. Golden Rectangles Concepts/Skills Division with decimals Proportional reasoning Problem solving Materials TI-15 Student Activity pages (pp. 75-78) Envelopes, both legal and letter size Playing cards

### Pythagorean Theorem Differentiated Instruction for Use in an Inclusion Classroom

Pythagorean Theorem Differentiated Instruction for Use in an Inclusion Classroom Grade Level: Seven Time Span: Four Days Tools: Calculators, The Proofs of Pythagoras, GSP, Internet Colleen Parker Objectives

### 1. Count: 5, 4,,,, 2. Tell one more. 8,

1. Count the. 2. Which is greater? How many? 25 1 1. Find five. 4.What time is it? 4 5 o clock 4 o clock 12 o clock 11 10 9 7 12 1 5 2 4 5. red balls 5 yellow balls How many in all? 2 1. Count: 5, 4,,,,

### A booklet for Parents

By the end of Year 2, most children should be able to Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers

### Summer Math Reinforcement Packet Students Entering into 2 nd Grade

1 Summer Math Reinforcement Packet Students Entering into 2 nd Grade Our first graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a

### Fraction Equivalence Lesson #2

Fraction Equivalence Lesson #2 Name Date 1. James mom promised him half a blue berry pie for helping her pick berries. When the pie was baked, she cut it and gave half to James as promised. a) Draw a pie

### Metric Units of Length

7.2 Metric Units of Length 7.2 OBJECTIVES. Know the meaning of metric prefixes 2. Estimate metric units of length 3. Convert metric units of length NOTE Even in the United States, the metric system is

### Area and Perimeter Man

Area and Perimeter Man MA.C.3.2.1.3.1 and.2; MA.B.3.2.1.3.3 LESSON FOCUS Using counting procedures to determine perimeter and area of rectangles, squares, and other figures. COMPANION ANCHORS LESSONS Perimeter;

### Eureka Math Tips for Parents

Eureka Math Tips for Parents Sums and Differences to 10 In this first module of, students make significant progress toward fluency with addition and subtraction of numbers to 10. They are presented with

### Objective To introduce a formula to calculate the area. Family Letters. Assessment Management

Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment

### NUMBERS AND THE NUMBER SYSTEM

NUMBERS AND THE NUMBER SYSTEM Pupils should be taught to: Know the number names and recite them in order, from and back to zero As outcomes, Year 1 pupils should, for example: Join in rhymes like: One,

### WHAT IS AREA? CFE 3319V

WHAT IS AREA? CFE 3319V OPEN CAPTIONED ALLIED VIDEO CORPORATION 1992 Grade Levels: 5-9 17 minutes DESCRIPTION What is area? Lesson One defines and clarifies what area means and also teaches the concept

### Middle Value (Median) of a Set of Data

Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of

### Paper 1. Calculator not allowed. Mathematics test. First name. Last name. School. Remember KEY STAGE 3 TIER 4 6

Ma KEY STAGE 3 Mathematics test TIER 4 6 Paper 1 Calculator not allowed First name Last name School 2009 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You

### Paper 1. Calculator not allowed. Mathematics test. First name. Last name. School. Remember KEY STAGE 3 TIER 4 6

Ma KEY STAGE 3 Mathematics test TIER 4 6 Paper 1 Calculator not allowed First name Last name School 2007 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You

### Pocantico Hills School District Grade 1 Math Curriculum Draft

Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next

### GAP CLOSING. 2D Measurement. Intermediate / Senior Student Book

GAP CLOSING 2D Measurement Intermediate / Senior Student Book 2-D Measurement Diagnostic...3 Areas of Parallelograms, Triangles, and Trapezoids...6 Areas of Composite Shapes...14 Circumferences and Areas

Getting started with Interactive Math Notebooks Contents Grade 3-5 1. Math Notebook Expectations 2. Preparing your Math Notebook 3. Math Notebook Cover Template 4. Hints for Implementing Math Notebooks

### 2002 Worcester Public Schools (WPS) Benchmarks for Grade 3 1. 03.SC.TE.05 Develop a knowledge and understanding of the metric measurement system.

3.G.2 What is a Centimeter? An introduction to measuring length in the metric system Grade Level 3 Sessions Seasonality Instructional Mode(s) Team Size WPS Benchmarks MA Frameworks Key Words (1): 1 at

### Year 1 Vocabulary bookmark. Year 1 Vocabulary bookmark. Addition and subtraction. Addition and subtraction

Addition and subtraction +, add, more, plus make, sum, total altogether score double, near double one more, two more... ten more how many more to make...? how many more is... than...? how much more is...?

### Teaching Children to Praise

Teaching Children to Praise Thinking About Praise Discuss one or two of the following questions with a partner. When did you last praise God in a heartfelt way? What were you doing at the time? What effect

by Teresa Evans Copyright 2010 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. Looking for More Math Fun? Making

### Author(s): Hope Phillips

Title: Fish Aquarium Math *a multi-day lesson Real-World Connection: Grade: 5 Author(s): Hope Phillips BIG Idea: Volume Designing and building aquariums includes mathematical concepts including, but not

### Perimeter, Area, and Volume

Perimeter is a measurement of length. It is the distance around something. We use perimeter when building a fence around a yard or any place that needs to be enclosed. In that case, we would measure the

### The Relationship Between Wavelength and Frequency in the Electromagnetic Spectrum

Name The Relationship Between Wavelength and Frequency in the Electromagnetic Spectrum Purpose: To discover and verify the relationship between Wavelength and Frequency of the Electromagnetic Spectrum.

3 rd Grade Mathematics Unit #3 : Relating Area to Multiplication and Division Pacing: 29 Days Unit Overview In this unit, students extend their understanding of multiplication and division (Unit 2) by

### Mental Math Grade 3 MM 3-3 MM 3-1. Count by tens. What comes next? 1. Start at 30... (40) 1. Write the number that is 5 tens and 2 ones.

MM 3-1 Count by tens. What comes next? 1. Start at 30... (40) 2. Start at 60... (70) 3. Start at 20... (30) 4. What is 40 + 30 = (70) 5. What is 30 + 60 = (90) 6. What are the next 3 numbers? 2, 4, 6,

### Saylesville Elementary School 2015-2016 Supply List

Saylesville Elementary School 2015-2016 Supply List Kindergarten Supply List please note that some items may be pooled for class use Each student will need the following items: 1 Large Backpack (No wheels)

### MATHEMATICS GRADE 2 Extension Projects

MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students

### Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.

Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game

### 1) Make Sense and Persevere in Solving Problems.

Standards for Mathematical Practice in Second Grade The Common Core State Standards for Mathematical Practice are practices expected to be integrated into every mathematics lesson for all students Grades

### Warning! Construction Zone: Building Solids from Nets

Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have

### Calculating Perimeter

Calculating Perimeter and Area Formulas are equations used to make specific calculations. Common formulas (equations) include: P = 2l + 2w perimeter of a rectangle A = l + w area of a square or rectangle

### S C I E N C E C E N T E R

LIGHT FROM SALT WATER A battery is actually a box full of energy. This is handy because then you always have electricity when you want it. Wherever you are. In a dark, creepy forest or simply if you want

### Third Grade Assessments and Scoring Checklists, Common Core State Standards

Third Grade Assessments and Scoring Checklists, Common Core State Standards Contents: Grade 3 CCSS Assessment Map... p.1 Baseline Assessment (all new student pages) Baseline Record Sheets... p. 2 6 New

### 4. What could be the rule for the pattern in the table? n 1 2 3 4 5 Rule 3 5 7 9 11

5 th Grade Practice Test Objective 1.1 1. John has two fewer marbles than Kay. If Kay has marbles, how many marbles does John have? 2 2 2 2 2. What is if + 17 = 26? 43 19 11 9 3. ll the cakes at the bake

### 1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.

1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: --counting, reading, and writing whole numbers

### 1 st Grade Sample STEM Activity

1 st Grade Sample STEM Activity Inheritance of Traits Animal Trait Inheritance and Variation With a partner, discuss these questions. Do all animals look alike? Why? Do all lions look alike? Why? Do all

### Line Segments, Rays, and Lines

HOME LINK Line Segments, Rays, and Lines Family Note Help your child match each name below with the correct drawing of a line, ray, or line segment. Then observe as your child uses a straightedge to draw

### Grade 2. M4: and M:5 Addition and Subtraction of Numbers to 1000. M3: Place Value, Counting, and Comparison of Numbers to 1000

Grade 2 Key Areas of Focus for Grades K-2: Addition and subtraction-concepts, skills and problem solving Expected Fluency: Add and Subtract within 20 Add and Subtract within 100 Module M1: Mastery of Sums

### Assessment for Learning Explain how you solved this problem. equipment to show your solution? STRAND CODE Year 2 Objectives Year 2 Year 2

BLOCK A Speaking and listening objectives for the block Explain how you solved this problem. Speak with clarity and Does everyone understand how the problem was Unit 1 intonation when reading and reciting

### Five daily lessons. Page 8 Page 8. Page 12. Year 2

Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a two-digit number represents. Partition a 'teens'

### Shape: Area and Perimeter:

Number: Odd and Even Investigation Y3 & Y4 investigated calculations with odd and even numbers. What happens when you add the numbers 4 + 2 =? is the answer odd or even, does this work for every pair of

### Duane Rollins and Zakiya Seymour, Georgia Institute of Technology Graduate Students

K-3 rd Grade Math and Science Lessons Duane Rollins and Zakiya Seymour, Georgia Institute of Technology Graduate Students Primary Colors and Shapes in Art Purpose Use visual skills and hands-on activities

### Linear, Square and Cubic Units Grade Five

Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate

### MAPS AND GLOBES: WHERE IN THE WORLD ARE WE?

MAPS AND GLOBES: WHERE IN THE WORLD ARE WE? Grade Level: Kindergarten Presented by: Karen Davis and Tamara Young, Tate Elementary, Van Buren, AR Length of unit:5 lessons I. ABSTRACT A. This unit focuses

### Multiplication Arrays

Multiplication Arrays Objective To provide opportunities to use arrays, multiplication/ division diagrams, and number models to represent multiplication number stories. www.everydaymathonline.com epresentations

### FIRST GRADE MATH Summer 2011

Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in

### Assessment Management

Areas of Rectangles Objective To reinforce students understanding of area concepts and units of area. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family

### Grade 5-6 Year 2013. International Contest-Game MATH KANGAROO

International Contest-Game MATH KANGAROO Part A: Each correct answer is worth 3 points. 1. We put 2, 0, 1, 3 into an adding machine, as shown. What is the result in the box with the question mark? 2. Nathalie

### 1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH

1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,

### Day 1. Mental Arithmetic Questions KS3 MATHEMATICS

Mental Arithmetic Questions. The tally chart shows the number of questions a teacher asked in a lesson. How many questions did the teacher ask? KS3 MATHEMATICS 2. How many seconds are there in two minutes?

### RP6-23 Ratios and Rates with Fractional Terms Pages 41 43

RP6-2 Ratios and Rates with Fractional Terms Pages 4 4 STANDARDS 6.RP.A.2, 6.RP.A. Vocabulary equivalent ratio rate ratio table Goals Students will understand that ratios with fractional terms can turn

### Progressing toward the standard

Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit

### Free Pre-Algebra Lesson 3 page 1. Example: Find the perimeter of each figure. Assume measurements are in centimeters.

Free Pre-Algebra Lesson 3 page 1 Lesson 3 Perimeter and Area Enclose a flat space; say with a fence or wall. The length of the fence (how far you walk around the edge) is the perimeter, and the measure