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 documents: Measurement Olympics, Curling Center directions, Discus Center directions, Power Squeeze Center directions, Shot Put Center Directions, Worksheet, Curling Certificate, Discuss Certificate, Power Squeeze Certificate, Shot Put Certificate)

Title of Project:  Measurement Olympics

 

Team Members:  Renee Blanchard, Sarina Hoover, Pat Lewis, and Gisele Rinaldi

 

Grade Level:  Second Grade; 1 class of 25

 

Concepts Used:          Estimate/predict distance; volume and time; linear measurement; capacity measurement; time measurement;

 

PA Standards:           2.3.3 B, E,G;   2.4.3 A,B;   2.5.3 A;    2.7.3 A;

 

NCTM Standards Addressed:

 

MEASUREMENT:

 

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

 

DATA ANALYSIS AND PROBABLITY:

 

Develop and evaluate inferences and predictions that are based on data.

 

Introductions/applications:

 

Center tasks will provide practice for estimating measurement and opportunities to revise predictions based upon the actual measurement activities.

 

Question:

 

How well did student’s estimation of linear, time, and capacity measurement improve after repeated trials of each activity?

 

Model:

 

Measurement Olympic Events:

Shot put

Discus

Curling

Power Squeeze

Resources and Materials (estimated cost):

Straws

Cotton balls

Tarp

Paper plates

Masking tape

Sponge

Ping pong ball

Bucket

Center directions

Inch measuring sticks

Measuring bowl

Medals/Certificates

***Most of these items would be part of the supplies in a classroom.  Cost would be minimal – between $5-$10.

Procedures & Activities:

 

1.

Warm-up Activity:  Gather the class in a circle and introduce the concept of estimation using the following examples: 

a.

Place a handful of base ten ones cubes in the middle of the circle.  Discuss the process of not counting the actual objects but just looking and using prior knowledge. Ask the children to guess how many cubes they think are on the floor.  Record their estimation answers on the chalkboard or easel.  Next, ask a student to actually count the number of cubes.  Record the actual number of cubes and compare it to the estimated numbers.  Discuss and share how close students came to the actual number.  Think aloud and model the thought process of estimating using mental math and how to arrive at a given number. Ask students to think aloud and share their thought process for arriving at the number they chose.

b.

Define estimation as an opinion, a guess, or an assessment.  Refer back to the think aloud and thought process steps that children explained.

c.

i.

Here are some examples to use as “think alouds:” 

 

1.

At the beginning of the year, when teachers are getting the classroom ready, should they estimate the number of desks to have in the room, or should they know the exact number?  Why?

2.

When you want to bring in a birthday treat for each student in the class, should you estimate the number of children in the class, or should you know the exact number?  Why?  What if you are at home preparing the treat and you can’t remember the exact number, how could you figure it out?  (Some students may suggest visualizing the seating arrangement and figuring out how many people sit at each table or each row, etc. and adding them together.)  In this situation, is it better to make a high estimation or a low estimation?  Why?

3.

When putting paper and other supplies in the writing center to use during free time, can you estimate or do you need to put in an exact amount of paper in the paper tray and crayons in the crayon basket?  Why?

d.

Describe the “Measurement Olympics” activities to the class.  Go to each station with the children and explain how to estimate first and then measure the distance after the event is complete.  Model how to complete each event.  Demonstrate how to record their estimates and find the difference between the actual measurement and the estimate.

e.

Place the students in four groups and begin the “Measurement Olympics.”

f.

Students write estimates on recording sheets, perform events, and record actual measurements.  Then students compare results. 

g.

Students complete events at each station.

h.

The class discusses the activities and if it became easier to estimate after completing the first event.

i.

Teacher awards certificates to the students with the best results for each event.  All students are given participation ribbons stating, “I’m an EXCELLENT estimator!.”

j.

Teacher collects “Measurement Olympic” recording sheets and scores each student’s work according to the rubric.

 

 

Rubric:

1.

Did the student record the number in the correct places on the recording sheet?

2.

Did the student subtract correctly?

3.

Did the student use her/his first and second try to improve?

4.

Did the student circle her/his closest estimation to the actual measurement?

5.

How well did s/he participate and cooperate with the other students in the group?

6.

Did s/he follow printed directions at each center?

Accommodations/Adaptations:

 

ESL:

 

~  Suggest that the ESL teacher uses the warm up referenced above as a pre-teaching technique.  Then, when the regular classroom teacher does the activity with the whole class, the ESL students will be working through the activity for the second time, and may even feel comfortable enough to answer the questions aloud.  This will provide an opportunity for the teacher to praise the ESL student in front of the class and lower their affective filter.  Provide a language reference for students by comparing the English track and field words with the corresponding words in their native language.  An example is listed for Spanish speakers

 

 

track meet = concurso de carreras

running and jumping sports = carreras y saltos

track (the race course) = pista

shot put = tiro del peso

Watch a video of Olympic track and field events to give ESL students a visual reference.

 

Special Education:

 

~  Teacher models each event before the students complete the events on their own.

 

~  Allow students to work with partners or assign a leader in each group to read directions.

 

~  Physically challenged students could do the curling activity on a table surface.

 

Enrichment:

 

~  Students create a new event and write directions.  Then, they demonstrate the event for the class.  The class could then have another “Measurement Olympics” with events designed by the students themselves.

 

~  Writing Activity:

 

 

Students should respond in writing regarding their favorite activity and describe why they liked it.  In addition, they should write what they learned from completing multiple trials.

 

~  Complete a research project or informational “news report” on an actual Olympic event.  Describe when and where the Olympics are held, who participates in the events, and what medals are awarded.

 

 

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