Let's get measuring
hello everyone,
Today we're exploring the wonderful world of measurement. Our peers today included 3 different activities that involved measurement. Pictured to the left we had an activity that started with the basics of area and perimeter. Something we learn in grade 4. There was a goal of figure out how many rectangles you could make (using the blocks) that made an area of 36. Younus started a quick lesson with how to find area (length times width) and perimeter (length plus width plus length plus width). With this in mind we could find 10 possibilities which was actually translated to 5 possibilities with 5 others being an inverse of each other. After this we could find the perimeter which was easily seen with the blocks. This can make it easier for some students to visually see. However we need to take into consideration when counting the sides we need to think of the perimeter as putting up a fence around the outside. This means including (for example) including all 3 blocks in the width and all 12 blocks in the length instead of skipping over some that are on both sides.
Sophia looked at the the standard and nonstandard units of measurement such as found on page 490 in our textbook. She brought about the idea of first starting with standard units of measurement to find out how big a square is. You would cut out something square such as a piece of furniture (like a pillow) our of a magazine and measure it using graphing charts. You can then measure what each is on the graph and figure out how to estimate largest to smallest units of measure. If wanting to add a challenge she also showed up nonstandard units of measure by using something like a star that you would need to measure on a graph. This would bring about the idea of having to use fractions in order to calculate how big the star is on our graph compared to the rectangles.
James introduced us to unit conversions such as found on pg 472 in our textbook. He brought out having a mini conversion chart that went with the phrase King Henry Died By Drinking Chocolate Milk (kilometers, hectometers, decameters, base unit, decimeters, centimeters, millimeters). This is something that students can use to remember that in many questions asked the biggest unit of measure would be kilometers and the smallest would be millimeters. For students it is very rare that they use gigameters, megameters, micrometers or nanometers. This becomes more advanced as you encounter more scientific calculations. But for the sake of the math curriculum these are units we would use. But it made it much easier to see that you would start with kilometers and move your way down subtracting zeros and using decimals.
We also add in this fun game of measurement. This can be related to page 505 where we are teaching the students how to regard the space around them the set area. We were given a dice for each team. We were then told you need to fill your space with as many rectangles are you can but you can only use the numbers on the dice to figure out what the length and width is. Once you get the length and width you need to figure out the area. Using the dice you find out how many squares or rectangles you can make that fill the graph first. As a side note Ryan and I won but it was very close with Nancy, Rosanna, and Stephanie. This was a fun activity that could be used along with an art project to design a house of their choosing using these spaces are rooms or closets to figure out how they would design their house. Or they could create a frame that includes different pictures of their friends or families and they need to figure out how big they need their photos to be or how many photos they can include. This was a really fun activity to play in order to really get into the notion of measurement.
Well until next time when we discover the wonderful world of data management.
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| Doucette, K. Nov. 10th 2017. "Perimeter and Area." Retrieved from own personal library |
Today we're exploring the wonderful world of measurement. Our peers today included 3 different activities that involved measurement. Pictured to the left we had an activity that started with the basics of area and perimeter. Something we learn in grade 4. There was a goal of figure out how many rectangles you could make (using the blocks) that made an area of 36. Younus started a quick lesson with how to find area (length times width) and perimeter (length plus width plus length plus width). With this in mind we could find 10 possibilities which was actually translated to 5 possibilities with 5 others being an inverse of each other. After this we could find the perimeter which was easily seen with the blocks. This can make it easier for some students to visually see. However we need to take into consideration when counting the sides we need to think of the perimeter as putting up a fence around the outside. This means including (for example) including all 3 blocks in the width and all 12 blocks in the length instead of skipping over some that are on both sides.
Sophia looked at the the standard and nonstandard units of measurement such as found on page 490 in our textbook. She brought about the idea of first starting with standard units of measurement to find out how big a square is. You would cut out something square such as a piece of furniture (like a pillow) our of a magazine and measure it using graphing charts. You can then measure what each is on the graph and figure out how to estimate largest to smallest units of measure. If wanting to add a challenge she also showed up nonstandard units of measure by using something like a star that you would need to measure on a graph. This would bring about the idea of having to use fractions in order to calculate how big the star is on our graph compared to the rectangles.
James introduced us to unit conversions such as found on pg 472 in our textbook. He brought out having a mini conversion chart that went with the phrase King Henry Died By Drinking Chocolate Milk (kilometers, hectometers, decameters, base unit, decimeters, centimeters, millimeters). This is something that students can use to remember that in many questions asked the biggest unit of measure would be kilometers and the smallest would be millimeters. For students it is very rare that they use gigameters, megameters, micrometers or nanometers. This becomes more advanced as you encounter more scientific calculations. But for the sake of the math curriculum these are units we would use. But it made it much easier to see that you would start with kilometers and move your way down subtracting zeros and using decimals.
 |
| Doucette, K. Nov.10th 2017. "Measurement Dice Game." |
We also add in this fun game of measurement. This can be related to page 505 where we are teaching the students how to regard the space around them the set area. We were given a dice for each team. We were then told you need to fill your space with as many rectangles are you can but you can only use the numbers on the dice to figure out what the length and width is. Once you get the length and width you need to figure out the area. Using the dice you find out how many squares or rectangles you can make that fill the graph first. As a side note Ryan and I won but it was very close with Nancy, Rosanna, and Stephanie. This was a fun activity that could be used along with an art project to design a house of their choosing using these spaces are rooms or closets to figure out how they would design their house. Or they could create a frame that includes different pictures of their friends or families and they need to figure out how big they need their photos to be or how many photos they can include. This was a really fun activity to play in order to really get into the notion of measurement.
Well until next time when we discover the wonderful world of data management.
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