Data Day: Standing Jumps and Arm Spans

Transcription

1 Data Day: Standing Jumps and Arm Spans Objective To guide children as they measure length to the nearest centimeter and to the nearest inch. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Compare numbers. [Number and Numeration Goal 7] Collect and record data. [Data and Chance Goal ] Compare inches and centimeters. [Measurement and Reference Frames Goal ] Measure length and distances to the nearest inch and centimeter. [Measurement and Reference Frames Goal ] Key Activities Children measure the length of a standing long jump and the length of an arm span in inches and centimeters. Ongoing Assessment: Recognizing Student Achievement Use the Math Message. [Measurement and Reference Frames Goal ] Key Vocabulary arm span 4 3 Playing Array Bingo Math Journal, pp. 54 and 55 Math Masters, p. 450 per group: 9 cards labeled A cut from Math Masters, p. 450; 7 cards not labeled A (optional); six-sided dice, twelve-sided die, or an egg-carton number generator; twenty-sided die or each of number cards 0 (optional) Children practice finding the total number of items in an array. Math Boxes 7 6 Math Journal, p. 75 Children practice and maintain skills through Math Box problems. Home Link 7 6 Math Masters, p. Children practice and maintain skills through Home Link activities. READINESS Measuring Objects Math Masters, p. 3 base-0 blocks (cubes and longs) - inch square pattern blocks or cubes Children search for objects in the classroom that measure about centimeter or about inch. ENRICHMENT Making Up and Solving Number Stories Math Masters, pp. 4 and 49 Children write and solve number stories to explore measurement and data collection. ELL SUPPORT Discussing Meanings of the Word Span Children discuss several meanings of the word span. Materials Math Journal, pp. 73 and 74 My Reference Book, pp. 65 and 66 Home Link 7 5 Math Masters, p. 45 tape measure masking tape for starting lines chalk or penny to use as a marker Advance Preparation Be sure to include the simple stick figure on the next page when you write the Math Message problem on the board. For the standing long jump activity in Part, use masking tape to make lines on the floor in various spots in the classroom. Children will use these lines as starting lines. Teacher s Reference Manual, Grades 3 pp Unit 7 Patterns and Rules

2 Getting Started Mental Math and Reflexes Pose addition and subtraction problems involving multiples of = = = = 70 5 = = 43 Math Message A friend measures your arm span in inches. Another friend measures your arm span in centimeters. Who do you think will report the larger number? Why? Record your answer on an Exit Slip (Math Masters, page 45). Draw the simple figure in the margin below on the board. Home Link 7 5 Follow-Up Review answers with the class. Ask children to share how they decided which weight was the best estimate for each item. Teaching the Lesson Math Message Follow-Up (Math Masters, p. 45) WHOLE-CLASS arm span Ongoing Assessment: Recognizing Student Achievement Math Message Use the Math Message to assess children s ability to understand units of length. Children are making adequate progress if they are able to answer that the centimeter number would be larger. Some children may be able to explain that the intervals are smaller between centimeters than between inches. [Measurement and Reference Frames Goal ] NOTE Remind children of the -inch, no zap rule from Unit 4: Do not zap the tape measure until no more than inches are showing. Following this rule will extend the life of the tape measures. Use the Math Message to demonstrate the procedure for measuring arm span. Ask for a volunteer to be measured and have the class gather in a semicircle to watch. The volunteer stands with arms fully extended. Arm span is the distance from fingertip to fingertip across outstretched arms. Have one helper hold the end of the tape measure at the tip of the volunteer s right middle finger. Pull the tape tight across the child s chest. Have a second helper hold the tape at the tip of the volunteer s left middle finger and read the tape to the nearest inch. Turn the tape over, repeat the procedure, and read the tape to the nearest centimeter. Do you get a larger number when you measure in inches or in centimeters? centimeters Why? Centimeters are smaller units of length than inches. You can fit more centimeters than inches in the arm span. Repeat this routine several times, using different volunteers and helpers. Check that the measurements reported are correct to the nearest inch and the nearest centimeter. Lesson

3 Date 7 6 Record of Our Jumps You will make two jumps. For each jump, measure to the nearest centimeter and to the nearest inch. How to Measure Each Jump Collecting and Recording Standing Long Jump Data (Math Journal, p. 73; My Reference Book, pp. 65 and 66) Place a penny or other marker (or make a dot with chalk) where the Jumper s back heel lands. Measure from the starting line to the marker.. Record your two jumps. First jump: centimeters inches jump measure Second jump: centimeters inches. Circle the measures for your longer jump. Answers vary. You will complete the next question in Lesson A middle value of jumps for our class is centimeters. Answers vary. Math Journal, p. 73 NOTE For further practice with formulating questions for data collection, have children write questions about themselves or their surroundings that suggest the need for data. Say: Write or questions for which we could collect data. Sample answers: What is the middle value of the heights of the children in our class? Or the middle value of the length of children s feet in our class? Divide the class into groups of four. Children will remain in these groups for both data activities. For each activity, measurements will be taken in both centimeters and inches. To review measuring lengths in inches and centimeters, you can read My Reference Book, pages 65 and 66 with your class. Children will make two jumps and record the length of each jump in both centimeters and inches on the journal page. Discuss how the data for the jumps will be gathered. Use the following procedure:. Assign a job to each group member. The Jumper jumps. The Line Judge makes sure the Jumper s toes don t cross the line. The Marker marks where the Jumper lands. The Measurer measures the length of the jump with the Jumper s help. Suggest that children measure each jump in centimeters and then again in inches, or measure in one unit and then turn the tape measure over to read the other unit. When the Jumper has finished jumping, group members rotate jobs so each child eventually performs all the different jobs. Jumper Measurer Line Judge An inch is one standard unit. Rulers are often marked with inches on one edge. Measure to the nearest inch Inches (in.) The crayon is about 3 inches long. Measure to the nearest _ inch Inches (in.) The pencil is about 4 _ inches long. My Reference Book, p. 65 Measurement Note When you measure, line up one end of the object with the 0-mark on the ruler. Marker Job flow diagram. Show how to place a chalk dot, penny, or other marker where the Jumper s back heel lands and how to measure from the starting line to the marker. The jumps are measured to the nearest centimeter and inch. 3. Demonstrate a practice jump. The toes of both feet should be just touching the starting line. There is no running start. No step back may be taken. 4. Let each child take several practice jumps before measuring a jump. 5. Each Jumper makes two jumps that are measured. They record their own jumps in their journals. They also record which jump is longer. Both jumps should be measured in centimeters and inches. NOTE The centimeter standing long jump data recorded on the journal page will be used in the following lesson. A middle value (median) length of the jumps in centimeters will be found at that time. 57 Unit 7 Patterns and Rules

4 Collecting and Recording Arm Span Data (Math Journal, p. 74) Children follow the routine for collecting arm span data that was used in the Math Message Follow-Up. As you circulate, be sure all children take a turn reading measures between the inch marks. If a measure falls exactly on the half-inch mark, tell children to report the next higher inch. Children record their own arm spans in their journals. All arm span measurements should be to the nearest inch and centimeter. Children will need to copy their arm span measurement in inches onto their Home Link. Date 7 6 Record of Our Arm Spans Work with a partner to measure your arm span in both inches and centimeters. Record your measures below.. My arm span is inches. arm span. My arm span is centimeters. The next question will be completed in Lesson A middle value (median) of arm spans for our class is inches. Answers vary. NOTE The inch arm span data recorded on the journal page will also be used in Lesson 7-8. A middle value (median) length of the arm spans in inches will be found at that time. Ongoing Learning & Practice Math Journal, p. 74 Playing Array Bingo (Math Journal, pp. 54 and 55; Math Masters, p. 450) Array Bingo gives children practice in identifying arrays. Directions are given on journal pages 54 and 55. The Array Bingo cards are found on Math Masters, page 450. This game was introduced in Lesson 6-9. Date Date 6 9 Materials Array Bingo Directions six-sided dice, twelve-sided die, or an egg-carton number generator 9 cards labeled A cut from Math Masters, p. 450 for each player Players 5 Skill Recognize an array for a given number. Object of the Game Turn over a row, column, or diagonal of cards. Directions. Each player arranges the 9 cards at random in a 3-by-3 array.. Players take turns. When it is your turn: Generate a number from to, using the dice, die, or number generator. This number represents the total number of dots in an array. Look for the array card with that number of dots. Turn that card facedown. 3. The first player to have a row, column, or diagonal of facedown cards calls Bingo! and wins the game. 6 9 Array Bingo Directions continued Another Way to Play Materials twenty-sided die or number cards with one card for each of the numbers 0 all 6 array cards from Math Masters, p. 450 for each player Each player arranges his or her cards at random in a 4-by-4 array. Players generate numbers using the die or number cards. If you use number cards to generate numbers, do this: Shuffle the cards. Place them facedown on the table. Turn over the top card. If all 0 cards are turned over before someone calls Bingo, reshuffle the deck and use it as before. Math Journal, p. 54 Math Journal, p. 55 Lesson

5 Date 7 6 Math Boxes. Show five possible ways to make 40. Sample answers: ÍÂ, ÍÍÍÍ, ÍÍÍÂÂ, ÍÎÎÎÎÎ, ÍÍÂÂÂÂ 3. What is the temperature? Fill in the circle next to the best answer. F Make a ballpark estimate. Then solve the problem. Ballpark estimate: A 43 B 53 C 46 D Math Journal, p. 75. bunches of bananas. Each bunch has 5 bananas. How many bananas in all? 0 bananas Complete the diagram. bunches 4. Which number is the most popular (the mode)?,,, 4, 5, 6, 6 6. Write,, or in the box. 3 bananas bananas per bunch in all Unit minutes of homework Math Boxes 7 6 (Math Journal, p. 75) Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 7-8. The skill in Problem 6 previews Unit 8 content. Home Link 7 6 (Math Masters, p. ) Home Connection Children compare their arm span to someone else s arm span at home. They also find objects in the house that are about the same length as their own arm span. Remind children to record their arm span on the top of their Home Link. 3 Differentiation Options READINESS Measuring Objects (Math Masters, p. 3) 5 30 Min Name Date HOME LINK 7 6 Comparing Arm Spans Family In today s lesson, your child measured his or her standing long jump in centimeters and his Note or her arm span in inches. Help your child compare his or her arm span to someone else s arm span at home. Also, help your child find objects in the house that are about the same length as his or her arm span. 6 Please return this Home Link to school tomorrow. My arm span is about inches long.. Tell someone at home about how long your arm span is in inches.. Compare your arm span to someone at home. Can you find someone who has a longer arm span than you do? Is there someone at home who has a shorter arm span? has a longer arm span than I do. has a shorter arm span than I do. 3. List some objects below that are about the same length as your arm span. 4. Explain how you know the objects you listed in Problem 3 are about the same length as your arm span. Practice Home Link Master 03 Math Masters, p. 5 9 To explore measuring objects in centimeters and inches, have children find objects in the classroom that measure specified lengths in centimeters and inches. They use Math Masters, page 3 to record their findings. For example, for centimeter, children may record the width of a base-0 long block, the width of their pencil, the thickness of their journal, the width of their little finger, and the width of a paper clip. For inch, children may record the length of a small paper clip, a pink gum eraser, and a piece of chalk. NOTE You might choose to use a -inch interlocking cube, if available, instead of the -inch square pattern block. ENRICHMENT Making Up and Solving Number Stories (Math Masters, pp. 4 and 49) 5 30 Min To further explore measurement and data collection, consider having children use the data from the Amazing Leaps master to make up stories for the class to solve. Point out that the jump lengths are for the longest distance jumped. Encourage number stories involving multiplication, as well as comparison number stories. 574 Unit 7 Patterns and Rules

6 For example: If a Goliath frog makes 5 leaps, about what distance will it cover? About 45 feet How much farther can a tree frog jump than a flea? 3 inches; or foot, inches; or about feet Name Date 7 6 Measuring Objects Use a centimeter cube to find objects that measure about centimeter in length. List your objects below. Teaching Master Use a -inch square pattern block to find objects that measure about inch in length. List your objects below. ELL SUPPORT Discussing Meanings of the Word Span 5 5 Min To provide language support for measurement, discuss the meanings of the word span with children. The word span is used in several related ways. Ask children to share meanings of the word with which they are familiar. Children may know that for a bridge, span means either the distance from one end to the other or the distance between major supports. The span of a bird or an airplane is the distance from wing tip to wing tip. A span can also be a period of time, such as a lifespan. Use a base-0 long to find objects that measure about 0 centimeters in length. List your objects below. Math Masters, p. 3 Use -inch square pattern blocks to find objects that measure about 0 inches in length. List your objects below. Name Date 7 6 Teaching Master Amazing Leaps Teaching Aid Master Name Date A Number Story about 44 ft Standing long jump record: ft 4 in. about 9 ft about ft about ft in. Gray kangaroo about 3 ft Feet Human Goliath frog Jumping mouse Flea Tree frog Amazing Leaps Running long jump record: 9 ft 4 in. Unit Math Masters, p. 4 Math Masters, p. 49 Lesson