MEASUREMENT INTRODUCTION

Transcription

1 INTRODUCTION : Measurement is designed t prvide quick practice and review pprtunities fr students with learning differences. Each f the 180 warm-up activities has clear and simple directins. The practice activities are written at a lw reading level, making them apprpriate fr students in upper elementary schl, middle schl, and high schl. Each reprducible page cvers nly ne skill s that students wh are already struggling will nt be verwhelmed. At least tw activity sheets are prvided t address each skill. When cmpleting an activity, students will apply basic cncepts t slve, cmplete, r reprduce simple math prblems. It is suggested that students keep all their cmpleted activities in a flder labeled Measurement. This will allw students t easily refer t the activities when wrking n future warm-ups and when cmpleting ther supplemental activities. These warm-ups are designed t supplement yur existing curriculum. They can als be used as pre- and pst-assessments t check fr students skill mastery. IV

2 The six bks in the series cver basic mathematics skills in number cncepts; number peratins; measurement; tables, graphs, and charts; runding, reasnableness, and estimatin; and fractins, decimals, and percents, as identified by the Natinal Cuncil f Teachers f ematics (NCTM). These warm-ups supprt the Practice series and can be used independently r in cnjunctin with thse binders. Each warm-up bk prvides 180 warm-ups ne fr each day f the schl year that cver all f the bjectives fr each skill. The pen-ended and multiple chice questins use varied appraches t address different mdalities s that students different learning styles are addressed. : Measurement prvides repeated daily practice in the basic fundatin f math cncepts develpment, which will als imprve students cnfidence in their mathematical skills. These warm-ups can be used at any time fr a variety f purpses. Use them as warm-ups, mini-lessns, review activities, tickets ut t allw students t leave the classrm, r quick hmewrk assignments. Fr yur cnvenience, an answer key is prvided fr all f the warm-up activities. V

3 THE BASIC MATH WARM-UPS SERIES There are six bks in the series. Each bk includes 180 pages f practice activities. NUMBER CONCEPTS TABLES, GRAPHS, AND CHARTS line graph 12 4 = 3 3 X 5 = 15 NUMBER OPERATIONS HUNDREDS TENS ONES runding t the clsest whl e inch ROUNDING, REASONABLENESS, AND ESTIMATION 58 F 5h hurs = minutes FRACTIONS, DECIMALS, AND PERCENTS 9 16 bar graph ween 20 and 24 times ab ut 2 pun ds n undredths thusandths 80% = 80 par ts per 100 VI

4 TWO SECTIONS This bk is divided int tw sectins. The first sectin cntains 180 activities cvering the five standard measurements (linear, weight, capacity, time, and temperature) thrugh a variety f frmats. The secnd sectin is the answer key, which includes slutins fr all f the activities. Fr answers that require estimatins r nnstandard units f measurement, the answer key will read Answers will vary. VII

5 OBJECTIVES After students cmplete the activities in : Measurement, they will be able t d the fllwing: build a fundatin fr the basic understanding f measurement develp cncepts f measurement as they identify and cmpare attributes f bjects and situatins cmpare and rder cncrete bjects accrding t length examine the length f a given bject, then find cncrete bjects that have lengths the same as, less than, r greater than that length use nnstandard and standard units t describe length estimate and measure lengths f bjects using nnstandard units identify cncrete mdels that apprximate standard units f length estimate and measure lengths using a standard unit, such as inch, ft, yard, and mile measure t slve prblems using length describe numerical relatinships between different units f measure within the same measurement system estimate measurements and evaluate reasnableness f estimates use attributes t cmpare and rder bjects accrding t weight find bjects that have weights the same as, less than, r greater than the weight f a given bject estimate and measure weights f bjects using nnstandard units VIII

6 OBJECTIVES cnt. frm page VIII select frm unces and punds and use unces and punds t measure weight select and use apprpriate units and tls t measure and slve prblems use capacity t cmpare and rder bjects use nnstandard units t describe capacity estimate and measure capacity f bjects using nnstandard units identify cncrete mdels that apprximate standard units f capacity use standard units, including teaspn, tablespn, cup, pint, quart, and galln select and use apprpriate unit and prcedures t measure capacity use time t cmpare and rder events cmpare duratins, such as mre time than r less time than fcus n the fllwing units f time: secnd, minute, hur, day, week, mnth, and year describe activities that take secnds, minutes, r hurs t cmplete tell time n a clck using hurs, half-hurs, quarter-hurs, and minutes read a calendar with days, weeks, and mnths apply measurement cncepts t slve prblems using time use temperature t cmpare events, situatins, and/r bjects recgnize temperatures, such as a ht day r a cld day use and read a thermmeter t gather data and t measure temperature apply measurement cncepts t slve prblems invlving temperature IX

7 Research has shwn that segmentatin, r breaking dwn a task, is an effective methd t use when teaching students with learning differences. Students with special needs cannt prcess large amunts f infrmatin at ne time. Hwever, accrding t Gersten, presenting small segments f infrmatin and then immediately applying that infrmatin has been prven t be a successful teaching methd (1999). The activities in the series d just that. They present small, sequenced bits f instructin with ample pprtunities fr practice. These pages are excellent supplements fr any mathematics prgram designed t help students sharpen their mathematics skills. : Measurement includes multiple activities that reinfrce each f the five basic units, systems, and prcesses f measurement, including linear, weight, capacity, time, and temperature, in ways that make them relevant and meaningful. As Jnes, Wilsn, and Bhjwani nte, Practice activities are essential cmpnents f mathematics instructinal prgrams. Students with LD will generally need mre practice and practice that is better designed than students withut LD, if they are t achieve adequate levels f fluency and retentin (1997). The warm-up activities included in the series have simple directins, lw readability t minimize frustratins due t reading difficulties, and few prblems per activity t review and reinfrce understanding f the skills. X

8 The Principles and Standards fr Schl ematics by the NCTM state that students need t learn a new set f mathematics basics that enable them t understand hw mathematical ideas intercnnect and build n ne anther t prduce a cherent whle (2003). These warm-up activities d this by addressing five standard measurements, including linear, weight, capacity, time, and temperature, thrugh a variety f frmats s that individual learning styles are addressed. The skills build n ne anther and reinfrce previusly learned skills. : Measurement meets bth state and natinal standards (including the Natinal Cuncil f Teachers f ematics Standards 2000 Prject) regarding numbers, peratins, prblem slving, cmmunicatin, and cnnectins. Gersten, R. (May 1999). Teaching Expressive Writing t Students with Learning Disabilities. Keys t Successful Learning Summit, Washingtn, D.C. Jnes, E. D., Wilsn, R. & Bhjwani, S. (March/April 1997). ematics Instructin fr Secndary Students with Learning Disabilities. Jurnal f Learning Disabilities, 30(2), Natinal Cuncil f Teachers f ematics. (2003). Realizing the Visin. Principles and Standards fr Schl ematics. [Electrnic versin] Retrieved n June 23, 2004, frm chapter8/index.htm XI