Measurement

-compare objects using attributes measured in standard units || Understand how to measure and know recognize equal measurements || __ Activation: __ -describe something you could measure in m? cm? mm? __ During: __ a) Estimate how long this is. b) Is 100mm the same as 10cm? Explain your thinking. __ Independent: __ a) change from mm to cm b) put into a word problem || __ IEP: __ change cm to m. || __ Manips: __ ruler, meter stick, trundle wheel, string, measuring tape || -unifix cubes -graph chart paper -cm cubes -scissors to create shapes || || -Estimating, reading, and recording units of time (hour and half hours) || Be able to solve a simple problem using time to the nearest hour and half hour. || __ Activation: __ Washer on string to count seconds. -jumping times for 15 seconds with clock -jumping times for 15 seconds using washer string. __ During: __ Kevin’s Birthday starts a 11:30. You have a 5 activities to keep busy from when you wake up until the party. How will you pass the time? __ Independent: __ You have hockey at 4pm. Starting at 12:00, what 3 activities will you do in that time? ||  ||   || but only do non- standard measurement – how many steps. __ ELL: __ How many steps would you need to take around an object to determine its perimeter of a field, gym and/or classroom? At first use estimation to predict – What do  you think? After the activity is completed, accurately measure a step and do the calculations. __ Gifted: __ Do the same activity as above BUT: Question to account for the difference between the actual data and the predicted data. i.e. explain how and why a step results I a different measurement than a metre stick/trundle wheel. ||  || b) Utilise un des objets que tu as trouves pour estimer en centimètres la longueur de :  i) Ton cahier de math ii) Ton pupitre iii) Le plancher de la classe ||   ||   || - déjeuner - faire marcher le chien - brosser ses dents ||  ||   || The Literacy Block is 2 hours long. Our Math Block is 60 minutes. Which one is longer? __ Independent: __ Give each student a circle drawn on a piece of paper, and ask them to draw a clock and put a time on the clock. Write a sentence about what you would do at this time. || __ IEP: __ Use a clock to show the beginning and ending times of each block. __ ELL: __ Use a clock to show the beginning and ending times of each block. __ Gifted: __ Make a schedule that fits everything in it. ||  || -describe through investigation, the relationship between area and number of units needed to cover a surface || -you can represent and measure an area of a figure in many ways-The larger the pieces/unit the fewer you need to cover an area || __ Activation: __ -what is area? -what does it measure? (review what shapes/units they’ve used) __ During: __ What is the total area of these 3 shapes? __ Consolidation: __ -what shapes did you use? -sort shapes by size & unit -do you see a pattern __ Independent: __ -Find the area of these shapes. Which shape has the largest area? Justify your answer. ||  ||   ||  ||
 * **Grade** || **Math ****Expectation(s) ** || **Topic Concept****and/or Big Idea** || **Open Question** || **Possible Modifications ****& Parallel Tasks ** || **Other Comments** **or Attachments** ||
 * 3 || Length
 * 3 || Area -describe the relationship between the size of a unit of area and the number of units needed to cover a surface || Different shapes can have the same area || How many shapes can you create/make with an area of 24 square tiles (cm2) ||  || __ Manips: __ -square tiles
 * 3 || Area || Objects have attributes that can be measured. This involves finding the number of non-standard units that are needed to cover an object being measured || Find the area of this leaf. What strategy works best for you? Why? ||  || __ Manips: __ -string, ruler, unifix cubes
 * 3 || Time-tell time to nearest 5 minutes
 * 3 || <span style="font-family: 'Comic Sans MS',cursive;">Perimeter || Estimate, measure and record the perimeter of a 2D shape through investigation using standard units. ||  || __ IEP: __ Do the sameactivity as above
 * 3 || Length-estimate, measure, and record length, height, distance using standard units || The same object can be described using different measurements || How many ways can you measure your desk? ||  || __ Manips: __ -string, snap cubes ||
 * 3 || Length (3m31, 3m32) ||  || a) Trouve des choses dans la classe qui mesurent environ :1 cm, 10 cm, 30 cm
 * 3 || Time-Relating Minutes to Hours || I will learn that what I can do can be measured in (time) minutes. || Peter se réveille à 7h00am. Il commence l’école à 8h00. Il prend 10 minutes pour marcher jusqu’a l’école. Combine de temps prendra-t-il pour faire les choses suivantes avant le début des class. - s’habiller
 * 3 || <span style="font-family: 'Comic Sans MS',cursive;">Time ||  || __ Activation: __ Tell your partner everything you know about time. What do you do at different times of the day? Name at least three different times. Give all students clocks and have them show you the time for different events e.g. end of school. Why do we have calendars? __ During: __
 * 3 || <span style="font-family: 'Comic Sans MS',cursive;">Area <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">-compare and order various shapes by area, using congruent shapes
 * <span style="font-family: 'Comic Sans MS',cursive;">3 || <span style="font-family: 'Comic Sans MS',cursive;">Area ||  || Which shape as the largest area? ||   || <span style="font-family: 'Comic Sans MS',cursive;">[[file:Which has more Area2.pdf]]
 * 3 || <span style="font-family: 'Comic Sans MS',cursive;">Length & Perimeter ||  || <span style="font-family: 'comic sans ms',cursive; font-size: 15px;">Find the missing side lengths ||   || <span style="font-family: 'Comic Sans MS',cursive;">[[file:Find the Missing Length.doc]] ||
 * <span style="font-family: 'Comic Sans MS',cursive;">3 || <span style="font-family: 'Comic Sans MS',cursive;">Time ||  || Mrs. Fehr’s class is cooking a turkey for American Thanksgiving. It takes 15 minutes per pound to cook the turkey. The class has purchased a 24 pound turkey. How many hours will it take to cook the turkey. ||   ||   ||