Reply To: Lesson 2 – How To Measure Quantities – Discussion

[Chris Laurie]

1. The object you will be measuring: What if I gave students pattern blocks?
   a) ten green triangles, b) ten yellow hexigon, c) ten red trapiods, d) a mixture of ten different block.

1. The specific attribute you plan to measure:
   

   -Ask students to list what their collection have in common.

2. The unit you will use to measure that attribute:
   -Ask class whose are larger, smaller, ask students for attributes to compare, (harder to find in a dark room, pointer edges, sharper edges, easier to package in a group….)

3. Describe how you will use the unit to compare with the quantity to measure.
   – ask class to brainstorm what rules of measure (types of measure) can we use to justify your answer.
   -which groups block make the longest chain (touching)
   -which groups blocks can cover the most surface of a 81/2 by 11 paper?
   -Which group can stack their’s higher

I didn’t quite know were we are going with properties. Until considering what makes a rectangle?

What makes a triangle? I am going to keep thinking. I can’t wait to see how my class can come up with ways to brag what attributes their collection has. (maybe I will not have a mixed collection for grade 5)

[Chris Laurie]

1. The object you will be measuring: What if I gave students pattern blocks?
   a) ten green triangles, b) ten yellow hexigon, c) ten red trapiods, d) a mixture of ten different block.

1. The specific attribute you plan to measure:
   

   -Ask students to list what their collection have in common.

2. The unit you will use to measure that attribute:
   -Ask class whose are larger, smaller, ask students for attributes to compare, (harder to find in a dark room, pointer edges, sharper edges, easier to package in a group….)

3. Describe how you will use the unit to compare with the quantity to measure.
   – ask class to brainstorm what rules of measure (types of measure) can we use to justify your answer.
   -which groups block make the longest chain (touching)
   -which groups blocks can cover the most surface of a 81/2 by 11 paper?
   -Which group can stack their’s higher

I didn’t quite know were we are going with properties. Until considering what makes a rectangle?

What makes a triangle? I am going to keep thinking. I can’t wait to see how my class can come up with ways to brag what attributes their collection has. (maybe I will not have a mixed collection for grade 5)