Wow - how big it it??!!?
REF
http://nzmaths.co.nz/resource/making-benchmarks-length
Begin the session by showing students a strip of paper or a piece of masking tape stuck to the carpet that is a meter in length. Ask the students “How long do think this strip of paper/tape is?” “Why?”. Challenge students to think about how they come up with their estimate.
- Students get into groups of four to discuss and record their estimations. As a class, have groups report back on their estimates. Emphasise the strategies used to make their estimates. Compile a class list of strategies used as well as the estimates given.
- Ask the students how they could check the accuracy of their estimates. Ask students “With the equipment we have in our room, which method will provide us with the most accurate answer?” (Students should be encouraged to see that a metre stick or ruler will provide them with an accurate, consistent, quick measurement.)
- Measure the strip of paper/tape using the metre stick/ ruler.
- Now ask students to think about what could you do if you didn’t have access to a standard measuring tool such as a ruler or a metre stick? This discussion should focus on the importance of students developing personal benchmarks for measuring lengths. Your questioning may need to be more specific by posing prompts such as “How could we use parts of our body to show 1 metre in length?”
- Students get back into their groups of four. Provide each group with a metre length of paper or string. They will use this to experiment, finding 1 metre lengths on their bodies that could be used as personal benchmarks.
- Once students have recorded a number of possible personal benchmarks for 1 metre that could be used have them try to use it to find as many objects in the room/ playground/ school that are 1 metre long (e.g. the length of two desk tops, the height of a computer table). Have them record the objects they find that they estimate to be 1 metre in length
Things not to miss:
|
The "Personal Benchmark" part in step 5.
But I would do a personal benchmark or M, CM and MM Give each group a strip, not one for the entire class Let them measure their own strip at the end don't do it for them. Start them off with a 30 cm ruler Finish with a 1m ruler. |
Connections you could make:
|
I would link fractions of 1m to the fractions work from earlier in the term.
What would 1/2 this meter look like? How many CM? What would 1/4 look like? How many CM? |