Centimeter

February 12th, 2008 Mathematics Grade Level: 1st Wissahickon School District ** Math ** : **Centimeter** **6.6** **Standards**: Mathematics 2.2Computation and Estimation 2.3 Measurement and Estimation 2.4 Mathematical Reasoning and Connections **Objectives**: -Students will understand there are different ways to measure items. -Students will properly use a ruler to measure centimeters -Students will use estimating skills to determine a length of something. -Students will find objects from the classroom that are various lengths of centimeters. -Students will identify even and odd numbers -Students will respond through writing as to what a centimeter is. **Materials**: -Rulers with centimeters -Objects that are 1 centimeter in length -About 10-12 pennies -About 10 paperclips - Math Journals -Overhead of 120 -“Centimeter Hunt Challenge” worksheet -Objects that are of varying length for their challenge -Exit slips **Procedure**: Introduction- Show a few objects that are 1 centimeter in length. Have the students try to solve the riddle “What do all of these have in common?” (all are 1 centimeter) *Probably no one will say those exact words but this will get them thinking and they will hopefully be able to solve it later in the lesson. 1. Discuss terms of measurement in general and then zero in on centimeters. Get students thinking about ways you may measure certain objects. Familiarize them with words for determining length like; inch, foot, mile, meter, yard. “Different terms of measurement are used for various objects depending on how big or how small. “I went for a run yesterday, you would ask how many __ did you run?” “If you went to a track meet you may watch the 400 meter race.” “If you wanted to measure your desk you may measure it in inches.” OR “If I measure this ‘long counting piece’ you can see that it is 4 inches.” “Today we are going to be working with a term used to measure smaller objects.” 2. Pass out rulers to students (centimeters) Ask the students if they know what the “cm” stands for on their rulers. Then explain that a centimeter is part of the Metric System which is used in most countries all over the world. 3. Measure the “long counting piece” again but in centimeters this time (will be 10 centimeters) *point out that it is divided up into 10 parts- have the students measure one part/section to discover that it is one centimeter long. 4. State that today we are going to be learning about the centimeter. *Have the students measure an object like their pencil in centimeters 5. Estimation using centimeters. Have the students draw a line that is 10 centimeters long “Make an estimation as to how many pennies will fit on the line” (10) Have a student come up and put pennies on your example line on the overhead The rest of the students will count Choose another small object like paper clips. Repeat the above process. 6. Have student use their rulers to complete page 120 in their Math Journals Make sure you discuss how to draw a line to record the proper length. 7. Centimeter Activity: Have the students go on a “Centimeter Hunt Challenge” *In this the students will look for objects in the classroom that are of a certain measurement. *It may be a good idea to use two paper plates to hold smaller objects for the students to measure to make sure there are objects of correct length. *Students will complete a data sheet with even or odd measurements on it. Allow one table to go at a time (4 children) Other students will stay at their seats to complete Math Journal page 122 When one group is about half way through call another table When groups finish the activity they go back to their seats to finish up the journal Pages When students finish one page they can go back an complete other previous pages that were incomplete 8. Exit slip (writing) “What is a centimeter?” **Assessments**: -Completion of Math Journal page 120 -Completion of “Centimeter Hunt Challenge” -Brief written response to what a centimeter is -Would be better to have to distinct locations for the “even” and “odd” centimeter stations so items don’t get mixed up. -Students enjoyed this hands-on activity though
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