First Grade Content Preview
Unit 14
Energizers (5 min)
- Using your doc camera or mirroring with the ipad, show the class an object measured in non-standard units. Have students give a thumbs up if the object is measured correctly (starting at the end, no spaces or overlaps) or incorrectly (starting in the middle, spaces between units, over lapping units, or different units). Students then turn and justify to a partner why the measurement is correct or incorrect.
Students can also participate by doing this live or by taking a picture of correct/incorrect measurements at a station and then using these pictures as an energizer.
Opening:
https://gfletchy.com/shark-bait/
The first picture is featured below. Be sure to ask students, "what is reasonable? What is unreasonable" For the video and day 2 and 3 click the link above.
Students can then find things at home to video and/or take pictures of next to a unit of non-standard measurement to create their own pictures/videos for the class to estimate and measure.
Optional Unit 14 Activities
Exploring Measurement
Give each student 2 baggies of straws, 1 bag of straws that have all been cut the same length (ex. 1 inch) and 1 bag of straws that have all been cut the same length, but different from the first bag (ex. 1.5 inches).
Give each table group a basket/bucket of items for them to measure the length using the straws.
Give students one bag of straws to use when measuring the items and have them record/draw pictures of their items and straws in their math journal.
Repeat with the second bag of straws, adding the straws from the second bag to their drawings.
After students have finished measuring and drawing their items, ask students to discuss their findings with a partner. They should notice that the same item got 2 different measurements.
Guide students to understand that the reason one item got two different measurements is because the lengths of the straws varied depending on what bag they used.
Inside/Outside Circle
Inside/Outside Circle:
Have a small group of students make an inside circle and a larger group of students make an outside circle.
Give the outside circle non-standard items that can be used to as measurement tools (linking cubes, paper clips, tiles, base-ten cubes, tooth picks, craft sticks, etc.) These items can be placed in bowls where each outside student stands behind one bowl.
Have a larger container with different types of items to be measured in the middle of the inside circle.
Chant the following measurement chant three times.
Measure, Measure, Measure Right
Start at the end
and keep it tight
Less than half,
don't count it in
More than half, include it friend!
Measure, measure, measure right
Don't overlap
keep it tight!
The outside circle will rotate while chanting from bowl to bowl. During the chant, the inside circle members will pick one item to be measured from the bin by the end of the third chant.
At the end of the chant. The inside circle member will walk in between two outside circle students. Both outside circle students will measure the object with the measuring tool. Students complete the sentence stem "The ______ measured ______ _______" (ie: the pencil measured 6 toothpicks)
Students then discuss why the measurements are different and how the sizes of the measurements were different based on the unit they were using to measure.
Have the student on the inside switch places with one student on the outside and repeat the activity.
As a writing follow up: A student can write about one of the objects they measured and the different lengths it measured with the two objects, adding a picture to go with it. Students can also include a justification of why one unit had more/less based on the size of the unit.
Flip Grid!
Place the device with a nonstandard measurement tool near the device (linking cubes, paper clips, tiles, base-ten cubes, tooth picks, craft sticks, etc.).
Students post a video showing an amount of non-standard objects laid end to end then ask other students in their class to find something in class that measures the about the same.
After recording, the students scoot to the next device (or click on another students post) to respond to another students flip grid measurement question. The students will then click on a new student to watch the question and try to find an object that matches, videoing their response and justifying by using the same measurement tool and showing how the object they found was about the same length.
Need help with this activity but have never used FlipGrid? Request a DLC here: http://bit.ly/requestDLC
Measuring Mats
Under the sea Measuring Mats: http://www.sparklebox.co.uk/4621-4630/sb4630.html#.WuB80ZM-dN0
Measuring Mats with Paper clips: http://www.sparklebox.co.uk/1486-1490/sb1487.html
Measuring Mats with cubes: http://www.sparklebox.co.uk/1486-1490/sb1486.html#.WuB9e5M-dN0
Literature Connection:
Pinnochio
Click here for the mats: http://resources.sparkleboxteacherresources.ltd.uk/sb2112.pdf
This can also be done with other stories like Jack and the Beanstalk
1. Guided Math
https://drive.google.com/open?id=1vKG7xKpFLS8WUJkr-Q3j11ZVYpYJtzgVNyXESimgZ_Y
3. Review/Preview:
The next unit covers operation connections.
Christy Thomason (Negley first grade teacher) uses seesaw to challenge students to create their own story problems. The students then post these story problems to their Seesaw account, where Christy views the story problem and selects some to allow the rest of the students to solve. This can be done with Seesaw, Flipgrid, or even creating a class book. Put different manipulatives or story mats at the station to help students get creative with their problems.
Thanks Christy for this station idea!
Fluency:
- This is a great opportunity to use any of the activities listed in the previous content previews that your students need additional practice with.
- finding numbers on the beaded number line and the open number line.
- Salute with two cards (one more, one less than your number)
- Rolling dice (double, sum to 10, ten more, roll 2 and build a two digit number)
- Draw a card, build a number with manipulatives (place value discs, base ten blocks, beaded number lines), draw, and write the number.
Closing:
- Class Share with predictable chart
- Class Journal
- Personal journal
- Partner talks
- Self assessment