Tools 4 NC Teachers | Math Science Partnership Grant Website
Exploring Length SituationsIn this lesson, students explore situations that involve measuring distances and lengths. NC Mathematics Standard(s):NC.3.MD.2 Solve problems involving customary measurement. Estimate and measure lengths in customary units to the quarter-inch and half-inch, and feet and yards to the whole unit. Estimate and measure capacity and weight in customary units to a whole number: cups, pints, quarts, gallons, ounces, and pounds. Add, subtract, multiply, or divide to solve one-step word problems involving whole number measurements of length, weight, and capacity in the same customary units.Additional/Supporting Standards:NC.3.NBT.2 Add and subtract whole numbers up to and including 1,000. Use estimation strategies to assess reasonableness of answers.Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.Use expanded form to decompose numbers and then find sums and differences.Standards for Mathematical Practice:1. Make sense and persevere when solving problems.2. Construct viable arguments and critique the reasoning of others.4. Model with mathematics6. Attend to PrecisionStudent Outcomes: I can represent and solve word problems involving distances and length.I can communicate my problem solving strategies orally and in writing. Math Language:What words or phrases do I expect students to talk about during this lesson? Foot, Inch, Measure, Ruler, Yard, Yard Stick Materials: Activity sheet, rulers or yard sticks to measure inches, feet, and yardsAdvance Preparation: Gather materialsLaunch: Inches, Feet, or Yards (5-7 minutes) Give students 5 minutes to find 5 objects that could be measured in inches, 5 objects that could be measured using feet, and 5 objects that could be measured using yards.Explore: How Far Can We…? Task (13-15 minutes)Distribute the How Far Can We…? Activity sheet to students. Allow students to work in pairs or small groups. Provide time for students to explore before jumping in. As students work ask them questions such as: What is the task asking you to find out?What strategies are you using to measure the distances?How do you know your measurements are accurate? When they have worked for about 15 minutes, bring the class back together. Discuss: Discussing the How Far Can We…? task (10 minutes) Provide opportunities for students to share their data either using a Google spreadsheet, sticky notes, or by recording their answers. Do this for at least 1 activity. This data will be needed by students later in the lesson as well. Have students briefly share and/or discuss the answers to the following questions:What was your process of measuring?How do you know that your measurement is accurate? When you measured to the nearest fourth of an inch how did you use your yardstick/ruler to help you? Additional Activities (about 30 minutes) If students need support on the “Exploring Length Situations” activity sheet you can work with small groups by asking guided questions. Do not overly guide students by telling them steps to take to solve the problems. Evaluation of Student UnderstandingInformal Evaluation: As students work, pose questions and observe them.Formal Evaluation/Exit Ticket: Students’ work on the activity sheet can be used as an exit ticket. Alternatively, you could also pose the following task: There are 79 pencils on the counter. There are 32 fewer pencils than pens. How many pens are on the counter? Meeting the Needs of the Range of LearnersIntervention: Students should complete activities and work with data that involves smaller numbers as well as fewer data points. Extension: Challenge students to write their own two-step story problems involving data that they collected or the class set of data. Possible Misconceptions/Suggestions:Possible MisconceptionsSuggestionsStudents may struggle with which operations to use while solving problems. Students should record the equation or draw a picture of the situation first in order to determine the appropriate operations. Students may struggle measuring accurately.Remember to remind students what the process is to measure accurately and check students’ process of measuring lengths. Possible Solutions: Exploring Length Situations: 1) 100 inches; 2) 162 inches; 3) 9 inches; 4) 63 inches Name ________________Exploring Length Situations A box of pens holds 20 pens. Each pen is 5 inches long. If the pens are lined up end to end how long will the line of pens be?A box of pencils holds 30 pencils. Each pencil is 6 inches long. The pencils are lined up end to end. How long is the line of pencils in inches if 3 pencils are removed before the line is measured? There are some pieces of string on the table. Each string is 6 inches long. If all of the strings are lined up next to each and the length of all of the strings is 54 inches how many strings were on the table? There are some pieces of string on the table. Each string is 7 inches long. All but 3 of the strings are lined up end to end. If 6 of the strings are lined up, how long would the line of strings be if all of the strings were laid end to end? ................
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