Summer SAVY 2015 (Week 3, Day 4) – Dive into Design (Rising 1st)
Hi parents. It is hard to believe the week is almost over! Tomorrow is Open House in our classroom from 11:15-11:45am. You can arrive anytime during our Open House. We are located in Murray, 3rd floor. Your young mathematicians are very excited to show you samples of their work and discovery this week! Grandparents, siblings, and others are welcome.
Our morning flew by today because we had so much fun! Students began with comparing their stride with their shoe model. They were surprised to see how much longer their stride was than their actual shoe. They then measured their choice of one of four baby pool perimeters to see how many strides long their pool was. We had another really good discussion about how non-standard measurements are not universal and that is why builders, etc. use standard units of measure. After that activity, we came back together and revisited zero point in measuring and end point, as we examined a ruler and noted that the zero point does not always begin at the end of the ruler and how important it is to begin measuring at the exact zero point. We applied that knowledge to a swimming pool builder thinking question. Students identified what we knew, what we needed to know and how we would find out so we could solve the problem. The problem posed was, “The builders want to build the swimming pool to be the same dimensions as most pools in the area. How can they do that?” Students discussed among themselves, and then they came up with a brilliant solution
Next, we discussed standard measurement and which measuring tool was the best one to use based on the size of the object to be measured. Students then engaged in an estimating/actual measuring activity all around the room. The task was to choose measuring tools, and go around the room and hallway choosing objects to first estimate their length, height, or width and then measure using standard units of measure. A few of the students decided to work together at times to help each other measure longer lengths. As students did this, Miss Samantha and I walked around and asked questions and guided students to check their estimates to see if they seemed reasonable based on what they may have previously measured. For example, I spoke with one student who has just measured an eraser and found that it measured 5 inches, then picked up a small sticky note and estimated that it measured 6 inches, so that was a perfect time for me to guide that student with comparing visually, the eraser they had just measured with the small square sticky note. The student then revised the estimate to a more reasonable number. Students were so excited to be measuring and estimating! This activity then lead students to discover important attributes about the side measurements of rectangles and squares! It was such a valuable activity. I heard amazing use of academic vocabulary while students were measuring such as, don’t forget to start at the zero point, etc.
We then rolled into examining what perimeter is and how to figure it. This was a lot of fun for the students because they had just realized that opposing sides of rectangles have equal measures and got to apply that discovery to three rectangular practice perimeter tiles. They only had to measure one length and one width. In addition, they were also able to transfer this knowledge to a square having all four sides the same length, and therefore they only had to measure one side to get the measurement of the other three sides to calculate the perimeter.
Finally, the students worked on their swimming pool models. Tomorrow they will measure and label different measurements of their finished pool model using applied knowledge from the week as part of my summative assessment. I look forward to meeting you tomorrow and hearing your children tell you all about their model and activities.