Third Grade Suggested quarter 1st Idaho SySTEMic Solution Total time needed 2 sessions
Measurement Systems
Student are required measure the length/height of a chair by using 2 X 8, 2 X 4, and 2 X 2 bricks. After predicting outcome, students will make math connections to time, measurement in length and weight, place value, and graphing.
MSD Standards addressed:
Area RT number Description Evidence?
Math standards
Standard 2: Measurement Systems:
Select and use appropriate units and tools to measure length, capacity, weight and temperature using U.S. customary and metric units
Estimate length, capacity, weight, time and temperature using standard units
Recognize and represent time to the nearest minute using digital and analog clocks
Standard 1: Number Systems
Identify numerals 10-10,000 given a place value model of the quantity
Find approximates or round numbers to the nearest tens, hundreds or thousands, based on a particular context (e.g., approximate the number of apples you would bring to feed the school and justify the answer)
Standard 5: Data Analysis
Gather, organize and display data to answer questions (e.g., double bar graphs, line plots) Describe data given by graphs and charts (e.g., summarize a set of data, describe concentrations of data and their meaning, describe the shape and important features of a set of data)
Predict time Elapsed time Measure length Measure weight
Place Value in standard form, place value blocks, expanded form, word form Graph results Recording sheets Teacher anecdotal records/ observations
Background information for teacher:
Materials needed:
1. 2 X 8, 2 X 4, and 2 X 2 bricks
2. Analog clock, scale, various measurement tools
3. Paper materials: written instructions, Paper packet including: predicting and recording time, representing place value, measurement in length and weight, graph paper
4. Pencils, chair
Grouping of children and alternatives:
This activity seems to be best for pairs of students.
Classroom procedure
Prepare bricks, paper, and measurement tools (Parent helper- if available)
Direct instruction:
1. Review appropriate rules, procedures, and consequences for BrickLab
2. Students will plan their project before beginning. First they will predict how long it will take to build each part of the project, and then students will time themselves to figure out the actual elapsed time for building. (Record on data sheet.)
3. Students will build a structure using 2 X 8 bricks (end to end, not stacked) to determine how many bricks are necessary to equal the height of a student’s chair (when on its side).
4. Student will count the number of 2 X 8 bricks used (record in different place value forms, i.e. standard form, place value bricks, expanded form, word form).
5. Once the structure is built, students will choose a method to measure the length of the structure in some kind of standard units. (Record on data sheet)
6. Students will repeat all procedures (1-4 above) using 2 X 4 bricks, and then the same process with 2 X 2 bricks. Do they recognize a pattern? (Record on data sheet)
7. Students will measure the weight of the bricks used comparing 2 X 8 with 2 X4, using a balance. Repeat process comparing 2 X 4 with 2 X 2. (Record on data sheet).
8. Once completed, student will graph how many 2 X 8, 2 X 4 and 2 X 2 bricks were used to measure the chair, choosing an appropriate graphing method (i.e. bar graph). (Record on data sheet)
Inquiry based questions:
1. Questions involving predictions and estimates and their accuracy 2. Choosing and using appropriate tools for measurement
3. Comparing measurements of same attribute using different tools. Do smaller units of measurement increase accuracy? Why or why not?
Student Names: _______________________________________ Date:___________
Recording Sheet for Measuring
Time
1) Predict total time to build with 2 X 8 bricks? _____________________________ 2) Start Time ___________ End Time _____________ Elapsed Time __________
3) Was your prediction close? ______________________
**************************************************************************** 1) Predict total time to build with 2 X 4 bricks? _____________________________ 2) Start Time ___________ End Time _____________ Elapsed Time __________
3) Was your prediction close? ______________________
**************************************************************************** 1) Predict total time to build with 2 X 2 bricks? _____________________________ 2) Start Time ___________ End Time _____________ Elapsed Time __________
Student Names: _______________________________________ Date:___________
Recording Sheet for Measuring
Place Value
1) Total number of 2 X 8 bricks used: ______________________ (standard form) 2) Draw using Place Value Blocks
3) Expanded form: ____________________________________________________________ 4) Word form: _________________________________________________________________ ****************************************************************************
1) Total number of 2 X 4 bricks used: ______________________ (standard form) 2) Draw using Place Value Blocks
3) Expanded form: ____________________________________________________________ 4) Word form: _________________________________________________________________ ****************************************************************************
1) Total number of 2 X 2 bricks used: ______________________ (standard form) 2) Draw using Place Value Blocks
4) Measurement method used? _______________________ 5) Length of 2 X 2 structure: ______________________ 6) Measurement method used? _______________________
7) Are there any differences between the three lengths measured with the three different sizes of brick? Why?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Recording Sheet for Measuring
Weight
1) Comparing weight of the 2 X 8 bricks with 2 X 4 bricks that you used to measure the chair
Do the 2 X 8 bricks or do the 2 X 4 bricks weigh more? __________________ Write a statement about your reasoning.
______________________________________________________________________________ ______________________________________________________________________________
2) Comparing weight of the 2 X 4 bricks with 2 X 2 bricks that you used to measure the chair
Do the 2 X 4 bricks or do the 2 X 2 bricks weigh more? __________________ Write a statement about your reasoning.
Student Names: _______________________________________ Date:___________ Graphing Recording Sheet
Why did you choose this type of graph?
