Mathematical Emphasis
Investigation 1: Measuring with Paces and Steps
•
Using a non-standard unit to measure a distance
•
Estimating length in “paces” by visualizing the unit
“pace” repeated over a distance
•
Comparing the effects of measurement using
units of different size
•
Analyzing data by describing their shape and pat-
tern; interpreting the meaning of certain landmarks
in the data (e.g., “what is typical?”)
•
Writing and following instructions that specify the
number of paces and the direction of turns
Investigation 2: From Paces to Feet
•
Understanding the rationale for a standard meas-
ure
•
Developing competence at measuring with inches,
feet, and yards
•
Developing familiarity with centimeters and meters
•
Representing the data that involve measurements
Investigation 3: Measuring Project: Do Our Chairs
Fit Us?
•
Using standard measures (either metric or U.S.
Standard) in more complex situations in order to
gather and analyze data concerning size and pro-
portions
•
Collecting, organizing, representing, and analyzing
data
Websites
http://cms.everett.k12.wa.us/math/Third Grade
Grade 3
Tips for Helping at Home
•
Questions to ask:
What is it that you don’t understand (have
the student be specific)?
What about putting things in order?
Could you try it with simpler numbers?
Can you guess and check?
Does this make sense?
What can you do to explain your answer to
show others what you are thinking?
Does your answer seem reasonable?
•
Encourage your child to estimate and measure
distances. Typical questions that might come up
at home include these:
How far is it across our kitchen table - and
can we reach that far?
How many children can sit comfortably on
our couch? How many adults?
Will the extra bookcase really fit in the kids’
bedroom?
•
Here’s how you can help during this unit:
Listen to your child’s strategies for
measuring.
Involve your child in your own measuring
activities - hobbies like sewing, or carpentry
are natural for this.
Work together on the measurement activities
your child brings home.
Measuring and
Data
Vocabulary
Line plot - quick way to show the shape of
data
x x
x
x x
x x
x
x
1 2 3 4 5 6 7 8 9 10
Non-standard unit - using paces, paper clips,
pencils, etc.
Standard U.S. units - inch, foot, yard
Metric units - centimeter, meters
Conversions:
12 inches = 1 foot
36 inches = 3 feet = 1
yard
100 centimeters = 1 meter
Abbreviations:
inch - in.
foot - ft.
yard - yd.
centimeter - cm
Glossary
http://www.amathsdictionaryforkids.com/
Game
Cover 50
Materials:
2 -100 charts
Make one set of number squares, 2 - 50, by
cutting one of the 100 charts (remove the 1
and underline the 6 and 9)
Place squares in an envelope or plastic bag
Players
- 2, 3, or 4
How to Play:
1. Place the game board in the center of
play. Each player draws ten number
squares out of the envelope or bag
2. Players arrange the number squares
face up in front of them. Each player
should be able to see everyone’s num-
ber squares.
3. The player with the smallest number be-
gins. This player calls out any factor.
4. Players search their number squares for
multiples of the named factor. Players
then place these number squares over
the same number on the board.
5. Players take turns calling out factors and
placing multiples of that factor on the
game board.
6. The game ends when a player has no
more number squares.
Using Measuring Tools
Measuring seems simple enough, but for elementary
students it can pose a real challenge. Even though
students can do measurement worksheets and ma-
nipulate measurement data o paper, they may not
have had much experience using rulers and other
measuring tools. Students who have done wood-
working, who have built things at home, who have
played with and built models (including dollhouses)
will be the most expert at these activities. They have
some physical experience to draw from - they are
familiar with tools and know how to use them, and
they may have internalized the sizes of the measure-
ment units.
Some predictable mechanical and conceptual prob-
lems can arise. For example:
•
The need to line up the ruler at zero is not al-
ways obvious.
•
Students may start from the wrong end when
they pick up and move a ruler.
•
They may combine units, using both metric and
U.S. Standard systems.
•
They may not notice that their “yardstick” is in
fact a meter stick.
All these depend to some degree on prior measure-
ment experience.
A vital part of their learning is the opportunity to dis-
cuss reasonableness of their measurements, to
measure several times, and to correct their measur-
ing mistakes. When students feel the results matter,
they become much more precise.
Economopoulos, K. Investigations in Number, Data, and Space:
From Paces to Feet. Dale Seymour Publications, 1998.
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