Week 3

TIME 9:15 10:00

MONDAY

MEASUREMENT: LENGTH How do we measure length?

WEEKLY OVERVIEW TERM 2 OVERVIEW DATA COLLECTION AND INTERPRETATION Begin morning maths routine: Shoot Out using addition and subtraction. Class brainstorm of length measuring devices and length words. Discuss the difference between mm, cm, m and km. Brainstorm measuring situations: When would it be better using a tape measure instead of a ruler? Order the height of a small group of students. Continue adding children to the group until the entire class has been measured. Problem solving activity: If students are similar in height how can you accurately find the difference? Look at difference between foot and forearm, index finger and nose, arm span and height. Compare the measurements using a piece of string and then a ruler. Record the lengths in different forms (mm, cm, m).

RESOURCES String for measuring 30cm rulers Metre ruler

ASSESSMENT: Observe and note student contribution during brainstorming and record accuracy of students recorded measurements. Begin morning maths routine: IWB Game Estimate and Measure Look at different objects in the room and decide what unit of measurement is needed to accurately measure them (mm, cm, m). Discuss the difference between informal and formal measurement. When are each appropriate? Refer back to IWB game. Show students a range of pictures and sort whether they would be best measured as informal, formal or both. Think pair share Estimate and Measure http://www.compasslea rningodyssey.com/samp le_act/math_k/grade/su bject/mak_04_03_03.ht ml Measurement pictures Measurement worksheet: Units of

TUESDAY

MEASUREMENT: LENGTH Units of measurement

answers. Worksheet (pg2) Units of length centimetres. Fill in missing lengths on ruler, draw lines corresponding to specific lengths and measure parts of the body with a piece of string. ASSESSMENT: Observe and note student understanding and contribution in discussion and classroom activity. Record students ability to match informal and formal measurement with their correct pictures. Check students answers on Units of length centimetres worksheet. Begin morning maths routine: Multiplication game Boil the Kettle Whole class estimates 1m with a streamer noting who was the closest. Ensure each student is given exactly 1m and ask them to find and record things in the classroom less than, around and more than 1m. Give each student a piece of string (different lengths) and ask them to estimate how long it is (mm, cm, m). Students must write down their answer before measuring. After an accurate measurement students must discover how close they were by working out the difference accurately. Using their string, students must create an object (e.g. a flower) and glue it to a piece of paper. The title should describe what the object is and its exact length (35cm Flower). Students can observe how different lengths look in a range of forms. Using trundle wheels, students must measure 35m. Note where each student finishes their measurement. Did they finish in the same spot? Why not? Problem solve using Measurement Fun worksheet questions.

length centimetres p2

1m streamers Measuring string Trundle wheel Measurement Fun worksheet

WEDNESDAY

MEASUREMENT: LENGTH Estimation

ASSESSMENT: Observe and note students accuracy when estimating and their understanding of the concept. Record students ability to accurately answer problem solving questions. Check students answers on Measurement Fun worksheet. Begin morning maths routine: Number of the day activity: 36 Review the difference between m, cm and mm. What are the different ways to record the same measurement using these units? Students make paper airplanes using a given design (worksheet, pg8). In small groups, students must fly their planes and record the distances using different units of measurement and decimal notation (mm, cm, m). Whose flew further? How do you know? Additionally, measure the distance using different forms of measurement (ruler, metre ruler, trundle wheel). Which form was most effective? Why? Students can make paper airplanes again using their own designs. Compare the distances flown with the generic airplanes and find which design was better. Were the original designs better or worse? How do you know? ASSESSMENT: Record students accuracy in recording flight distances, working out the difference between each distance and use of metric units. Note students capability in answering problem solving questions. Check students answers on Units of length length and decimal notation worksheet MEASUREMENT: LENGTH Maps and Begin morning maths routine: Problem solving activity I walked 1km on the weekend. My dad walked 500m further than me. How far did he walk altogether? Range of grid maps Pictures of landmarks Blank grid map Airplane designs Meter ruler Trundle wheels 30cm rulers Worksheet: Units of length length and decimal notation pg8

THURSDAY

MEASUREMENT: LENGTH Recording measurements

FRIDAY

measurement

Discuss real life examples where the students or someone they know has had to measure something (formal and informal). Look at grid maps, both familiar (school grounds) and unfamiliar (Brisbane city), and measure different lengths with string to measure with a ruler when straight. Provide landmarks on the maps and have students find the distance between them and record their answers. Compare answers and note the accuracy of different students measurements. Give each student a blank grid map where each 1cm box equals 1m. Supply a range of pictures and have them create their own landscape. Students must write their own questions and find the answer. How far is the distance between the park bench and the school? Swap with a partner and have them answer the questions. Check for accuracy against each others answers. ASSESSMENT: Observe students contribution to class discussion. Note their ability to measure distances on maps and create their own questions and record their accuracy in answering map questions.

Measuring string Rulers

Week 4

TIME 9:15 10:00 MEASUREMENT: LENGTH Accuracy in measurement MEASUREMENT: LENGTH Using effective measurement MEASUREMENT: LENGTH Decimal notation MEASUREMENT: LENGTH Problem solving MEASUREMENT: LENGTH Summative assessment

MONDAY

TUESDAY

WEEKLY OVERVIEW TERM 2 OVERVIEW DATA COLLECTION AND INTERPRETATION Draw a rectangle on the board. Students must work out how to replicate the shape exactly. Ask students to show how they measured the shape and to annotate their measurements. Students must create their own shapes and have a partner replicate it exactly without looking. Students are given mm, cm, m and km cards. A list of distances are called out. They must hold up the measurement card that they think would be most effective. Discuss why it is important to use decimal notation when displaying measurements. Students are given a list of distances. They must determine which ones should be written in decimal notation and show it. Strips of paper containing information about the problem are stuck on the board randomly. Students must decide which information is important and which is unnecessary. In small groups, students will work together to solve the problem. Review what we have learnt about measurement. Solve a measurement word problem as a class. Students complete mid-term summative assessment.

RESOURCES

Measurement cards

List of distances

WEDNESDAY

Information strips

THURSDAY

Summative assessment

FRIDAY