The students brainstormed what they know about ‘measurement‘.
“You can use the long stick with numbers of it!” said one student. “You can see things in the supermarket that help you to buy things” said another.
Here are some of their initial ideas.
Shorter and Longer
The students then looked for 3 items that were shorter than a pop stick and 3 items that were longer than a pop stick. They recorded the information of their journals.
SLO: Order objects according to their attributes. Represent the results of measurement with drawings and concrete materials.
How long is your foot?
The students then measured how long their foot was using cubes.
They first worked with a buddy to draw out their foot.
Then they cut it out and measured it using cubes. They wrote the sentence “My foot is ___ cubes long.”
SLO: Select appropriate non-standard units of measurement to estimate, measure and record length.
The students decided how to order the information and created a graph using their prior knowledge on how to create graphs.
SLO: Order objects according to their attributes.
SLO: Record data on block graphs. Present information using pictographs where one picture equals 1. Explain data using simple comparative language.
- Daniel: There are numbers on a side to tell us how many there are.
- Hally: 13, The most had feet 9 cubes long.
Ms. Shemo’s foot is the longest because it is 13 cubes long.
Minseong’s foot is the shortest, because it’s 8 cubes long.
2 people have feet that are 10 cubes long.
We estimated and used our feet to measure our lunch table, the design centre and others interesting objects around us.
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