T1PM3 – Geometry & T1PM3 – Geometry & MeasurementMeasurementGrades 2 and 3Grades 2 and 3October 7, 2010October 7, 2010

Dr. Monica HartmanDr. Monica Hartmanhttp://www.protopage.com/monicahartmanhttp://www.protopage.com/monicahartman

IntroductionsIntroductions

Each person takes a turn. Roll the die and answer Each person takes a turn. Roll the die and answer the question that corresponds to the number on the the question that corresponds to the number on the die. The other members, in turn, will ask you die. The other members, in turn, will ask you probing questions for more information.probing questions for more information.

Prepare to introduce one of the teachers in your Prepare to introduce one of the teachers in your group, using what you learned about that person group, using what you learned about that person from this activity.from this activity.

The Six QuestionsThe Six Questions

1. Who is someone you most admire?1. Who is someone you most admire?

2. What made you decide to be a teacher?2. What made you decide to be a teacher?

3. What accomplishment are you most proud of?3. What accomplishment are you most proud of?

4. What was the most exciting event in your life?4. What was the most exciting event in your life?

5. What are you looking forward to the most this 5. What are you looking forward to the most this school year?school year?

6. What is your most memorable vacation 6. What is your most memorable vacation experience?experience?

Agenda

Challenges for Teaching Challenges for Teaching Geometry and MeasurementGeometry and Measurement

At your table, identify the top 3 Geometry and/or At your table, identify the top 3 Geometry and/or Measurement GLCEs that are hard to teach.Measurement GLCEs that are hard to teach.

What is your evidence?What is your evidence?

Purpose: To identify areas for future sessions and/or Purpose: To identify areas for future sessions and/or afterschool meetingsafterschool meetings

BreakBreak

Common Core State Common Core State StandardsStandards

See Power PointSee Power Point

Measurement and Data (2.MD)Measurement and Data (2.MD)

Measure and estimate lengths in standard units.

1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.3. Estimate lengths using units of inches, feet, centimeters, and meters.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Measurement and Data (3.MD)Measurement and Data (3.MD)

Represent and interpret data.

4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Measurement and Data (3.MD)Measurement and Data (3.MD)

Geometric measurement: recognize perimeter as Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish an attribute of plane figures and distinguish between linear and area measures.between linear and area measures.

8. Solve real world and mathematical problems 8. Solve real world and mathematical problems involving perimeters of polygons, including finding the involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same side length, and exhibiting rectangles with the same perimeter and different areas or with the same area perimeter and different areas or with the same area and different perimeters.and different perimeters.

One- Dimensional One- Dimensional MeasurementMeasurement

Using your measuring tools you made, measure 5 Using your measuring tools you made, measure 5 items of different sizes from around the room.items of different sizes from around the room.

Measure in both feet and inchesMeasure in both feet and inches

Be sure to keep a record of your measuresBe sure to keep a record of your measures

Look for patterns in your resultsLook for patterns in your results

What conclusions can you make?What conclusions can you make?

More One-Dimensional More One-Dimensional MeasurementMeasurement

Use the coffee stirrers/straws to make closed Use the coffee stirrers/straws to make closed shapesshapes

What is the fewest number of straws needed to What is the fewest number of straws needed to make a closed shape?make a closed shape?

Make shapes with different numbers of straws. Make shapes with different numbers of straws. Tape them to the construction paper. You may cut Tape them to the construction paper. You may cut the straws to make a different lengththe straws to make a different length

Measure each side of your shape and record.Measure each side of your shape and record.

LUNCHLUNCH

Literature ConnectionLiterature Connection

Read “How Big is a Foot” by Rolf Myller.Read “How Big is a Foot” by Rolf Myller. The King wants a bed for his queen and uses his foot The King wants a bed for his queen and uses his foot

to measure how big the bed should be. But his chief to measure how big the bed should be. But his chief carpenter is much smaller and uses his foot measure carpenter is much smaller and uses his foot measure to make the bed.to make the bed.

Read “How Tall, How Short, How Faraway by David Read “How Tall, How Short, How Faraway by David Adler (1999) Adler (1999) Introduces several measuring systems such as the Introduces several measuring systems such as the

Egyptian system, the inch-pound system, and the Egyptian system, the inch-pound system, and the metric system.metric system.

Perimeter PatternsPerimeter Patterns

1.1. Make as many rectangles on the geoboard as you Make as many rectangles on the geoboard as you can.can.

2.2. Record the perimeter and length of the long side Record the perimeter and length of the long side and the short side in a table like this:and the short side in a table like this:

1.1. What patterns do you see?What patterns do you see?

Perimeter Longer Side Shorter Side

Broken RulerBroken Ruler

See Handout See Handout

BreakBreak

TimeTime

2. MD. 7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

3. MD. 1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

AIMSHour by HourHands on the HourTime by FivesDouble TimeTwo TimersMinute by Minute

Everyday Math2nd Grade (Lesson 3.3)Math Masters (Clock)

Pages 60, 613rd Grade (Lesson 1.4)Length of Day Project

HomeworkHomework

Try one of the strategies/lessons from today’s Try one of the strategies/lessons from today’s session in your classroom. Be prepared to show session in your classroom. Be prepared to show student work and/or share reflection.student work and/or share reflection.

Exit CardsExit Cards

Three things that I learned today that I will use in my Three things that I learned today that I will use in my classroom are…classroom are…

For the next time, I would like to learn more about …For the next time, I would like to learn more about …