Is my box bigger?
Which box is bigger?
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Time to get on with a bit of measurement. Hopefully this task will get them to:
- use a ruler
- think about area
- measure perimeter
Perhaps they might even throw in some mult along the way if I am very lucky.
Think about vocab for discussing shapes:
Think about vocab for discussing shapes:
- length
- width
- sides
- points
- AREA
- PERIMETER
Opening the problem
_"Talk about this ruler" - was the only instruction I gave.
Only thing I REALLY wanted to get out of it was the rule from the zero and the CM MM difference.
Only thing I REALLY wanted to get out of it was the rule from the zero and the CM MM difference.
Import the picture into EE twice and use one zoomed out and one zoomed right in. Annotated as the children spoke.
Launching the question
I really wanted them to bring together some of the ideas from earlier in the unit and I explicitly asked the kids to think about them.
- The perimeter task they were given from homework.
- The area tasks we had done - like the design your own patio task.
- And the ruler discussion we started the discussion with.
Student Responses
During the task I was asked a lot of questions like "do you mean this way?" or "do you mean longer" - I just kept responding "Which box is bigger?"
KIDS FOUND THIS REALLY HARD
KIDS FOUND THIS REALLY HARD
Choose this one because there were two competent kids in the group and they got it sooooo wrong. And because they had started towards a perimeter measurement. There were a few other groups who had done it successfully but I thought the class would learn more from fixing this one.
Both of their height measurements were wrong. Their statement about the boxes being the same was based on the argument that "roughly about two rulers can sort of fit in side both boxes."
Both of their height measurements were wrong. Their statement about the boxes being the same was based on the argument that "roughly about two rulers can sort of fit in side both boxes."
We used EE to annotate and unpack the perimeter of each. Correcting their mistakes along the way.
I choose this next one because it was the only one where they had tried to look at area. They had tried very hard to rule up the squares - about 4 failed attempts and this final product (the ruling up) was done with me drawing the dots for them. I really wanted something with area for the summing up talk.
This was the annotation from EE.
This was an truly inspirational summing up talk that I gave because this whole thing had gone on far to long. I focused just on what is AREA is and what the PERIMETER is.