First Grade Measurement Rotation Stations Jennifer Allen and Carolyn Shunk January 6, 2009 • Start off with explaining vertical alignment sheet. (Measurement is a red indicator, so we need to focus on it in ALL grades). • Explain the focus of each station. (40‐45 minutes ‐ 2 sessions) Explain they can write down any additional versions of the activity to the “Ideas to Add” sheet. These ideas will be compiled and sent out to all teachers. Have teachers number off by 8s or hand out playing cards (#s 1 ‐8) to tell them where to start and then set timer for 4 minutes. After the timer goes off, they rotate to the next station and continue until they have visited all stations. (signs and directions will be posted at each station) Tell them to please try all of the hands‐on activities at each station so they will experience what their students will experience. Remind them to write down the activity highlights on their “Take a Note” sheet to help them remember what to do when they get back into their classrooms.
First Grade Measurement Stations • 1‐ Vocabulary – Measurement terms o Mix‐Pair‐Freeze Pair Students mix and find a partner. Repeat selected activity with both partners. • Partner A reads the definition, Partner B gives the term. • Partner A reads the term, Partner B gives the definition. • Partner A acts out the term (Ex. “inch” and shows a distance of about an inch), Partner B figures out term. • Partner A draws a picture of an item on a white board, Partner B gives the term. o Measurement term sort/match Print off term and definitions on 2 cards. Students sort the card with the definition o Fan and Pick One member selects a card. One person gives the definition; others give examples of the measure. o Sponge Activity Use the cards and ask questions when the students are lined up for recess, lunch, etc. • 2‐Time: o Paper plate Time EPR ‐ using time to the ½ hour Student clock for home use – paper plate, bobby pins (large and small), and one brad. Fold the plate in half, then fourths. Use the bottom of the plate and write the clock face numbers. Insert the brad into the bobby pins for the hour and minute hand. Practice finding time on your analog clock. o I Have, Who Has? game to the nearest 1/2 hour with analog clock faces and digital faces The “I Have, Who Has” cards can also be used as a domino train activity for small groups or a center activity.
o Telling Time cards to the 1/2 hour Spoons – Students must match the analog and digital (2cards) • Hand out 2 cards each, students pass the cards rapidly deciding to keep or pass the cards. The first person to get all three matching cards picks up a spoon from the center of the table. Others pick up the spoon. One person does not get a spoon. Play continues with all students after shuffling and re‐dealing. Card Match – Students sort cards to match analog, digital • 3‐ Money (real money) – coins are now different, so use a combination of new and old coins for students to see that the size is the same, but the look may be different. o Find 3 ways to make ____ . Select a card with an amount of money on it. Students show equivalent amounts of money using different coins and/or bills. You can use popsicle sticks to separate the different ways and it can represent “the same as” when reading the values. o The “Price is Right” Bag of 4 items. • First, the students estimate the price for each item. • Second, the students order the items from least to greatest. They write their values on a tape register roll (or laminated sentence strip) under the item. • Third, the students show the coin amounts for each of the items. • Fourth, the students check the price (posted on bottom of the item – could use marker or post‐it) • Fifth, the students re‐do the coin value to the exact amount.
• 4‐ Capacity (liquid volume): “Funnel Fun” o Standard measures – Goal is to be the first team to fill the container. (Can use different containers.) 2 teams with one gallon of water, one empty gallon, different tools to measure the amounts, game cards, and funnel. Team selects a card. The team fills the tool with the amount of water and pours it into the empty container. Continue until the gallon is full. Do not go over or your team loses. • 5‐Weight (ounce, pound, ton): “What’s my Measure?” o Sock Babies Use each child’s birth weight to make a sock that is the same weight using rocks from the playground. o Shoebox Sort – What measurement would you use to weigh these items? o EPR cards – less than a pound, about a pound, more than a pound Show an item or state an item the students are familiar with and ask them to show you the EPR card that describes the relationship to one pound. Items that show the weight work great for students begin to compare weight. o Approximate measures Multiple choice questions to answer • 6‐Weight (Estimation vs. Exact): “Bag It” o Line‐Up – This can be done in ounces or grams. Each bag has 5 grocery items in it that have the weight labels covered. Students approximate the measures in ounces or pounds. Order the items from lightest to heaviest. Uncover the weights to see to correct weight. Reorder using the correct weight. o “Bag It” Students must approximate the weights of items and the sum of the weights to get close to “5” pounds of groceries in one bag. (The students should pretend they are the sacker at a grocery store and the boss does not want any more than 5 pounds in one bag because of the weight the customer has to carry. You could use the recycle bags.)
• 7‐ Length: o Pipe cleaner EPR with beads and rulers ‐ place/secure one bead on one end of the pipe cleaner and use a second bead to slide to the correct measure “Show me 2 inches” – • Students measure with a ruler by using “zero” and sliding the bead until it measures/hits the 2” mark on the ruler. Continue with different measures. • Students estimate the measure without a ruler as reference. • Students compare their measures to their shoulder partner’s measure. o Wind ‘em Up Place a tape measure on the floor or a long table. The student estimates how far the wind‐up toy will go. Wind ‘em up and let them roll. Use some type of straight edge from the front end of the toy perpendicular to the ruler to help measure the distance the toy traveled. Repeat. o Race Car Use a yard stick between 2 race tracks (can use tape register paper as the tracks). (This activity can also be done using a meter stick and centimeter measures.) Students need one race car for competition. They will estimate the length their race car will travel before they use one finger to send the car down the track. Use some type of straight edge from the front end of the car perpendicular to the ruler to help measure the distance the race car traveled. Repeat. o Body Beware Use non‐standard units to compare body parts.
8‐ SMART Notebook Interactive Tools and Internet Sites: o SMART Notebook Interactive Tools Ruler: Lay the ruler over objects. Then, click and drag the red arrow to show how long the object actually is. Click on and drag the money. Analog Time: Use the arrows on the digital clock or grabbing and rotating the hands on the analog clock. Digital Time: Click on and drag the numbers at the bottom to reconstruct the digital time that matches the analog clock. Length Measure the teddy bear’s height: http://www.apples4theteacher.com/measure.html Measure sleuths using non-standard measures: http://pbskids.org/cyberchase/games/bodymath/b odymath.html Measure segments using a ruler: http://www.funbrain.com/measure/index.html The Ruler Game: http://www.rickyspears.com/rulergame/
Mass/Weight and Capacity/Volume
Time and Temperature
Instructional video on weight and capacity (ounce and pound; cup, pint, quart, gallon): http://www.linkslearning.org/Kids/1_Math/2_Illu strated_Lessons/6_Weight_and_Capacity/inde x.html
Analog clock: http://www.aplusmath.com/Flashcards/Analo gClock.html Analog clock – adjusts analog by using +/- 1 min., 15 min., 30 min., 1 hr.: http://www.mrmyers.org/Math_Mania/Math_G ames/Jude_e-Clock/clock.htm Matching game (timed) analog and digital: http://www.abc.net.au/countusin/games/game 10.htm Telling Time games: http://www.apples4theteacher.com/math.html #tellingtimegames Stop the analog clock at the correct time: http://www.oswego.org/ocsdweb/games/BangOnTime/clockwordres.html Writes digital given analog: http://www.mathslice.com/ol_m.php?pg=1&c at=510 Tell time: http://www.thatquiz.org/tq/practice.html?time
Measure in centimeters and grams: http://www.bbc.co.uk/schools/ks2bitesize/math s/activities/measures.shtml Practice measuring – select mass, capacity, or length: http://www.bgfl.org/bgfl/custom/resources_ftp/c lient_ftp/ks2/maths/measures/index.htm
Take a note
1. Measurement Vocabulary o o o o
Mix‐Pair‐Freeze Sort/Match Fan and Pick Sponge Activity
2. What time is it? o o o o
Paper Plate EPR I Have Who Has? Spoons game Card Match
3. Money – For Real o How many different ways can you make ___? o The Price is Right
4. Funnel Fun – Liquid Capacity
5. Weight – How heavy is it? o o o o
Sock Baby Shoebox Sort EPR Cards Approximation
6. Weight – “Bag It” o Line‐Up o “Bag It”
7. Length o o o o
EPR Beads Wind ‘em Up Race Car Body Beware
8. SMART Notebook and Internet sites
“Vocabulary”
#1
Directions: At this station you will find measurement vocabulary terms. These cards can be used in several different ways. Mix‐Pair‐Freeze Partner A gives the definition, Partner B names the vocabulary term. Could draw, act out, or give term. Sort/Match Copy the cards separately‐ definition and term Students match the cards. Fan and Pick One student selects a card. The student asks the group for the definition (if the team is read), or the term (if the definition is read). Sponge Activity When the students are lined up to go to lunch, recess, etc., read a term and ask for the definition.
“What time is it?”
#2
Directions: At this station you will find 3 activities. Paper Plate EPR: Make a clock to the nearest 1/2 hour. Fold the plate in half. Mark the top 12 and the bottom 6. Complete putting the numbers around the clock face. Emphasize that we will tell time to the nearest ½ hour, which is 30 minutes. When the large hand is at the top, it is “o’clock”, and when the large hand is at the bottom, it is “30 minutes past the hour or “___ thirty” depending on which number the small hand is on. Roll the dice and have the students move the hands of the clock to the correct time. “I Have, Who Has?” Game The students will use both analog and digital time to the ½ hour to complete the “I Have, Who Has?” game Spoons Hand out 2 cards. The students pass the additional cards by deciding to keep or pass the card. They must get 2 equivalent time cards. The first person who does get a match, grabs a spoon. Others follow. Shuffle and redeal.
“Money – For Real”
#3
Directions: At this station you will have 2 activities: “How many ways can you make __?” Turn over a card that has an amount of money the students must build in 3 different ways. Can use a popsicle stick to represent “the same as” to separate the equivalent values. “The Price is Right” Four items (can of beans, soup, candy bar, gum, can of vegetables, tomato sauce, etc.) are given to each group. 1. Estimate the cost of each 2. Order the values from least to greatest in cost. 3. Show the estimated amount using coins and/or bills. 4. Check the exact price on the item. 5. Re‐do the order and the coin values to match the exact values.
“Funnel Fun”
#4
Directions: At this station students will explore the different capacities of liquid measures. Each groups starts with one full gallon of water and an empty gallon container of water. Cards with different liquid amounts are placed in the center of the table. Each group needs a funnel. 1. Each group selects one card. The group must use the measuring tool and the gallon of water to fill the measuring tool. The amount is placed in the empty gallon container. 2. The goal is to be the first group to completely fill the empty gallon container by drawing cards and measuring the amounts.
“Weight – How heavy is it?
#5
Directions: This station has 4 activities. Sock Baby The students will need to bring their birth weight and a sock. Decorate the sock with hair, eyes, etc. and take the sock out to the playground to get rocks in the socks. The amount of rocks should equal the birth weight. Tie the end to keep the rocks from falling out. The students can order themselves in a line based on their sock baby’s weight. If a student does not bring their weight at birth in, estimate with the student, so he/she has a weight to complete this activity. The sock baby can stay on their desks for the week, or can be placed in a common area for others to see. Shoebox Sort The groups sort the items into a shoebox that has 3 divisions: ounce, pound, or ton. (This activity can also be a 4‐corner activity in class.) EPR Cards Show items that can be identified as “less than a pound”, “about a pound”, or “more than a pound”.
“Bag It”
#6
Directions: This station uses grocery items. Cover the label with post‐its. The teacher will gather several different containers that are different shapes and sizes. Line Up Take grocery items with labels covered and line them up in order from lightest to heaviest. Uncover label to reveal the exact weight. Reorder. “Bag It” Estimate and put no more than 5 pounds in a bag of groceries.
“Show Me” a Length
#7
Directions: The station has 4 activities. “Show Me” EPR Beads Each student has a pipe cleaner with two beads and a ruler. Practice measuring different lengths and showing them on the EPR pipe cleaner. Wind ‘em Up Use wind‐up toys and a tape measure to estimate and then measure the distance the toy travels. Race Car Use adding machine paper as the race track on two sides of a yard stick, tape measure, or meter stick. The students estimate the distance the race car will travel by using one finger to push the car. Body Beware See the list of body parts to compare using non‐standard measurement.
SMART Notebook/Internet
#8
Directions: Play with the interactive tools and look at interactive sites for measurement.
Interactive SMART Tools Ruler, Money, Digital clock, Analog clock
Internet Measurement Sites Length Measure the teddy bear’s height: http://www.apples4theteacher.com/measure.html Measure sleuths using non-standard measures: http://pbskids.org/cyberchase/games/bodymath/b odymath.html Measure segments using a ruler: http://www.funbrain.com/measure/index.html The Ruler Game: http://www.rickyspears.com/rulergame/
Mass/Weight and Capacity/Volume
Time and Temperature
Instructional video on weight and capacity (ounce and pound; cup, pint, quart, gallon): http://www.linkslearning.org/Kids/1_Math/2_Illu strated_Lessons/6_Weight_and_Capacity/inde x.html
Analog clock: http://www.aplusmath.com/Flashcards/Analo gClock.html Analog clock – adjusts analog by using +/- 1 min., 15 min., 30 min., 1 hr.: http://www.mrmyers.org/Math_Mania/Math_G ames/Jude_e-Clock/clock.htm Matching game (timed) analog and digital: http://www.abc.net.au/countusin/games/game 10.htm Telling Time games: http://www.apples4theteacher.com/math.html #tellingtimegames Stop the analog clock at the correct time: http://www.oswego.org/ocsdweb/games/BangOnTime/clockwordres.html Writes digital given analog: http://www.mathslice.com/ol_m.php?pg=1&c at=510 Tell time: http://www.thatquiz.org/tq/practice.html?time
Measure in centimeters and grams: http://www.bbc.co.uk/schools/ks2bitesize/math s/activities/measures.shtml Practice measuring – select mass, capacity, or length: http://www.bgfl.org/bgfl/custom/resources_ftp/c lient_ftp/ks2/maths/measures/index.htm
