Transcript u10g2x

MeasureEstimating
Metric Length
Unit of Study: Length in Metric
Global Concept Guide: __2_ of __3_
Content Development
 Through direct comparison, children will first determine
whether the object is longer or shorter than the object with the
known length. Then using direct comparison children estimate
how much shorter or longer the object with the unknown
length is.
 Using this strategy students are better able to make reasonable
estimates.
 When students are asked to select the best unit for measuring
they need to connect the inverse relationship between the size
of the unit and the number of units used to measure the length.
 For example when asked to measure the distance from home to
school the number of meters would be much less than the number
of centimeters. They could both be used but meters would be the
more practical choice.
Day 1
 The focus of this day is for students to gain a better
understanding of how to use known lengths to estimate the
length of an unknown using the centimeter unit.
 There are lesson components in GoMath Lesson 9.2 that are
listed in the lesson ideas on the GCG to pull from for this day.
 You may want to give the student a ten rod, which is
approximately 10 cm long. This will act as a “known” length to
use to guide their estimated lengths of unknowns.
 In the lesson activities on the GCG you could use the “Estimate
Length in Centimeters Chart” to guide students in estimating
lengths in centimeters. Then measuring them to confirm if they
are accurate or not. Note: you may need to change the listed
objects to fit your classroom
Day 2
 The focus of day 2 is estimate the length of objects in meters.
Students should be encouraged to use objects that they know
are about 1 meter long to estimate the lengths of unknown
objects.
 There are lesson components in GoMath Lesson 9.6 that are
listed in the lesson ideas on the GCG to pull from for this day.
 In the lesson activities on the GCG you could use the “Estimate
Length in Meters Chart” to guide students in estimating lengths
in meters. Then measuring them to confirm if they are accurate
or not. Note: you may need to change the listed objects to fit your
classroom
 The graphic below may be used to help students remember
length and width.
Day 3
 The focus of this day is for students to estimate lengths in
centimeters and meters. Students will need to determine which
unit of measurement is most appropriate to use when
estimating.
 Students will need to have discussions justifying their
reasoning for choosing meters of centimeters.
 The students should be exposed to both real world
measurments as well as paper and pencil examples. Listed in
the lesson ideas section of the GCG is “Estimate Using
Centimeters and Meters” to assist students in measuring
objects relying on background knowledge.
Enrich/Reteach/Intervention
 Enriching Activities-Enrich T.E. p 437B, Enrich page E87, Enrich
page E91
 Reteach Activities-Reteach pages R87 and R91. In the Lesson
Ideas on the GCGs there is a link to “Learn to Estimate” that
could be used to remediate students.