Home            Forums            Grades Pre K-2            Grades 3-5            Grades 6-8            Grades 9-12

 

 

 

Mathematics Governor’s Institute 2003

Problem-in-a-Bag

 

(Download as Microsoft Word document: Wrap it up!)

 

Title of Project:  Wrap It Up!

 

 

Team Members:

Janna Cahill, Jeanne Fritz, Jennifer Horos, Stephanie Sabatino, Donna Reese

 

 

Grade Level:  Grades 4/5 and above

 

 

Concepts used:

Estimation, Linear Measurement, Order Relations (Greater than, Less than), Logical Reasoning

 

 

PA Standards addressed:

2.3.3.B-Determine the measurement of objects using non-standard units.

2.3.5.C-Estimate, refine and verify specified measurement of objects.

2.3.8.D-Estimate, use and describe measures of area.

2.3.8.E-Describe how a change in linear dimensions of an objects affects its area.

2.9.3.D-Find and describe geometric figures in real life.

 

 

NCTM Standards addressed:

Understand measurable attributes of objects and the units, systems, and processes of measurement

Understand the need for measuring with standard units

 

Apply appropriate techniques and tools to determine measurements

Develop strategies for estimating measurement

Develop strategies to determine the measurements of rectangular solids

 

 

Introduction/application:

In order to foster conceptualization of linear measurement, the teacher will engage the students in a real life scenario.  Each student will be invited to his/her cousin’s birthday party. He/She will be given materials to wrap three packages containing his presents.  The student must come up with a strategy and follow it to determine if he/she has enough wrapping paper before opening it.

 

 

Question:

Is there enough wrapping paper to wrap two boxes of different sizes?

 

Model:

Students will be provided with standard and non-standard measuring tools to determine beforehand if there is enough wrapping paper to cover two different-sized packages.  The students will need to recognize the concept of linear measurement to accomplish this task. 

 

 

Resources and Materials (estimated cost):

Two different sized boxes (12 x 2 ¾ x 2 ½ ; 14 x 10 ¼ x 10 ½), ball of string, a 30 inch x 5 feet roll of wrapping paper, ruler, calculator

 

 

Procedures & Activities:

Teacher will put students in groups of 4.  They will engage in linear measurement activities (see attachment).

 

Answers/Rubric:

5

ü

Student uses an appropriate strategy along with a standard or non-standard tool to estimate correctly the amount of paper needed for the task.

Student explicitly refers to the relevant measurements (girth) of the boxes when estimating.

Student provides explanation of why his/her estimation was correct and how he/she checked the work.

ü

ü

4

ü

Student uses an appropriate strategy along with a standard or non-standard tool to estimate the amount of paper needed for the task.

Student took into consideration the relevant measurements (girth) of the boxes when estimating.

Student provides satisfactory explanation as to why his/her estimation was correct or incorrect.

ü

ü

3

ü

Student uses a strategy to estimate the amount of paper needed for the task.

Student uses some form of liner measurement when estimating.

Student provides general explanation as to why his/her estimation was correct or incorrect.

ü

ü

2

ü

Student estimates the amount of paper needed for the task.

Student may or may not use some form of liner measurement when estimating.

Student may or may not provide general explanation as to why his/her estimation was correct or incorrect.

ü

ü

1

ü

Student estimate is incomplete.

Student did not demonstrate understanding of liner measurement when estimating.

Student provided limited or confused explanation as to why his/her estimation was correct or incorrect.

ü

ü

0

ü

Student did not demonstrate any knowledge of linear measurement.

 

Accommodations/Adaptations

 

ESL: 

·

model lesson specifics as needed for clarification

·

group students with sensitivity to needs of ESL children

·

provide samples of pre-wrapped packages

·

give attention to unfamiliar vocabulary

Special Ed:  

 

·

reduce the amount/size of the boxes to be wrapped

·

assist as needed, give a predetermined size box to wrap

·

provide background knowledge of how to wrap a package

·

provide samples of wrapped packages (acceptably and unacceptably wrapped boxes)

·

provide a practice package to wrap using a paper bag

 

Enrichment:

·

convert linear measurements within the same system

·

use nets to explore surface area

 

 

Name_______________

Date_____________

 

Wrap It Up!

Measure

A.

Use string to determine the linear estimates for the following objects:

 

Width of the desk _______________________________________

 

Height of partner _______________________________________

 

Girth of your head ______________________________________

 

Estimate

B.

Use the string to find the girth of the two boxes and determine if there is enough paper on the roll to wrap the two boxes.

 

Do you have enough paper?      

Yes _________

No________

 

How much more do you need?  ___________________________

 

How much more do you have left over? ____________________

 

Complete one.

 

 

v

 

My estimate was correct because

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

v

 

My estimate was incorrect because

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nombre_______________

Fecha_____________

 

¡Envuélvelo!

Medir

 

A.

Usa la corda para encontrar las estimaciones lineares para los objetos que siguen:

 

El ancho del escritorio _______________________________________

 

La altura de tu pareja_________________________________________

 

La distancia alrededor de tu cabeza______________________________

 

B.

Usa la corda para averiguar la distancia alrededor de las dos cajas y determinar si haya bastante papel en el rollo para envolver las dos cajas.

 

¿Tienes bastante papel?       Sí ________      No________

 

¿Cuánto mas necesitas?  ___________________________

 

¿Cuánto mas tienes? ______________________________

 

Completar uno.

C.

Mi estimación salió correcto porque…

 

 

 

 

 

 

 

 

 

 

 

 

D.

 

Mi estimación salió incorrecto porque…

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wrap It Up!

 

 

Answers/Rubric:

5

ü

Student uses an appropriate strategy along with a standard or non-standard tool to estimate correctly the amount of paper needed for the task.

Student explicitly refers to the relevant measurements (girth) of the boxes when estimating.

Student provides explanation of why his/her estimation was correct and how he/she checked the work.

ü

ü

4

ü

Student uses an appropriate strategy along with a standard or non-standard tool to estimate the amount of paper needed for the task.

Student took into consideration the relevant measurements (girth) of the boxes when estimating.

Student provides satisfactory explanation as to why his/her estimation was correct or incorrect.

ü

ü

3

ü

Student uses a strategy to estimate the amount of paper needed for the task.

Student uses some form of liner measurement when estimating.

Student provides general explanation as to why his/her estimation was correct or incorrect.

ü

ü

2

ü

Student estimates the amount of paper needed for the task.

Student may or may not use some form of liner measurement when estimating.

Student may or may not provide general explanation as to why his/her estimation was correct or incorrect.

ü

ü

1

ü

Student estimate is incomplete.

Student did not demonstrate understanding of liner measurement when estimating.

Student provided limited or confused explanation as to why his/her estimation was correct or incorrect.

ü

ü

0

ü

Student did not demonstrate any knowledge of linear measurement.

 

 

Home            Forums            Grades Pre K-2            Grades 3-5            Grades 6-8            Grades 9-12