## Unit 3 EDM Lessons

Lesson 3.1 A "Class Shoe" Unit of Length"

Mini Lessson: Have kids bring their Reference books to the floor . Read pp. 132 & 133 together. The major part of this lesson needs to be done whole class. Start with the Math Message, continue to Math Message Follow up, Establishing the Need for Standard units of Measure (TE p.171), Creating a Standard Unit of Length for the Class (TE p.172) and Finding Objects That Are about 1 Class Shoe Unit (TE p. 173). All of these are done together as a whole class.

Rotations: For the rest of the math period I break the kids into 3 or 4 groups (different from their usual grouping). I have them do Math journal p.55, Math Box journal p. 57 and put out a variety of games they are familiar with. Each group must work together and help those who are struggling so that they finish the journal pages together. I let them problem solve how they are going to accomplish this and report their solution to me. When the group has completed both journal pages they choose a game to play.

Reflection: What do you know, think or wonder about non standard measurement?

Mini Lessson: Have kids bring their Reference books to the floor . Read pp. 132 & 133 together. The major part of this lesson needs to be done whole class. Start with the Math Message, continue to Math Message Follow up, Establishing the Need for Standard units of Measure (TE p.171), Creating a Standard Unit of Length for the Class (TE p.172) and Finding Objects That Are about 1 Class Shoe Unit (TE p. 173). All of these are done together as a whole class.

Rotations: For the rest of the math period I break the kids into 3 or 4 groups (different from their usual grouping). I have them do Math journal p.55, Math Box journal p. 57 and put out a variety of games they are familiar with. Each group must work together and help those who are struggling so that they finish the journal pages together. I let them problem solve how they are going to accomplish this and report their solution to me. When the group has completed both journal pages they choose a game to play.

Reflection: What do you know, think or wonder about non standard measurement?

## Lesson 3.2 Measuring with a Ruler

* Have students cut out the rulers on Math Masters p.413 before the lesson.

Mini Lesson: Pass out a ruler to each student. Ask them what they notice about the ruler. Make a list of their findings. Guide them to what you want them to notice.

Rotations:

1. Teacher led: Complete journal p. 58 with students Read Ref bk pp. 137-138, 144 do J.p 58

2. Students complete Math Box journal p.59

3. Students play Addition Top It

4. Have students read 137 - 139 and 143-145 in their Math Reference book. Have them write 3 facts from each section in their Math Notebook

Reflection – What do you now know about inches, centimeters and fractions?

Mini Lesson: Pass out a ruler to each student. Ask them what they notice about the ruler. Make a list of their findings. Guide them to what you want them to notice.

Rotations:

1. Teacher led: Complete journal p. 58 with students Read Ref bk pp. 137-138, 144 do J.p 58

2. Students complete Math Box journal p.59

3. Students play Addition Top It

4. Have students read 137 - 139 and 143-145 in their Math Reference book. Have them write 3 facts from each section in their Math Notebook

Reflection – What do you now know about inches, centimeters and fractions?

## Lesson 3.3 Standard Linear Measures

Mini Lesson: Pass out tape measures to all students. Ask them, "What do you notice?" Accept all answers. Make a list of their findings

Rotations:

1. Teacher Led: Using Student Reference books read and discuss pp. 146-148 and 140 - 141. Have rulers, yardsticks, metersticks available to use as you discuss.

2. Have a tub of items ready for students to measure. I use a crayon box and pencil box, stapler, scissors, tape dispensers and other odds and ends. Students will complete journal p. 60

3. Students will complete journal p. 61 with help from Reference book p. 148

4. Math Box p.62 and any form of fact practice.

Reflection: What do you now know about measurement and estimating measurement.

Rotations:

1. Teacher Led: Using Student Reference books read and discuss pp. 146-148 and 140 - 141. Have rulers, yardsticks, metersticks available to use as you discuss.

2. Have a tub of items ready for students to measure. I use a crayon box and pencil box, stapler, scissors, tape dispensers and other odds and ends. Students will complete journal p. 60

3. Students will complete journal p. 61 with help from Reference book p. 148

4. Math Box p.62 and any form of fact practice.

Reflection: What do you now know about measurement and estimating measurement.

## Lesson 3.4 Perimeter This is a 2 Day Lesson

Day 1 Mini Lesson: Ask, "What is a polygon?" Give students definition of polygon to enter into the vocab section of their math notebook. Ask, "Can you name some polygons? List their answers. Ask, "What is perimeter?" Again give kids a definition to put in their math notebook.

The rest of the lesson is done whole class. Follow

Day 2

Mini Lesson: Demonstrate the proper way to take body measurements. Go over rules for today's activity.

Rotations:

1. Teacher Led: Guide the students as the take each other's body measurements and enter the data on journal p. 64

2.Math Box journal p. 65. Writing and Reasoning activity: Have kids write an answer to the following in their math notebooks: Explain How you know which numbers are greater in Problem 3

3.Exploring perimeter, see p.416 in TE. Students draw all the rectangles having a perimeter of 20 cm. Those who finish early can try rectangles with a perimeter of 36 or can create their own perimeter. Need centimeter grid paper Math Masters p.416

4. Reviewing Shape names, see Reviewing Shape Names p. 193TE. Have students draw with their template and lable each shape in their math notebook. Those who finish early can play Subtraction Top-It

The rest of the lesson is done whole class. Follow

__Making Polygons out of Straws__pp189 & 190 in TE. Continue to p.191 TE and complete journal p. 63.Day 2

Mini Lesson: Demonstrate the proper way to take body measurements. Go over rules for today's activity.

Rotations:

1. Teacher Led: Guide the students as the take each other's body measurements and enter the data on journal p. 64

2.Math Box journal p. 65. Writing and Reasoning activity: Have kids write an answer to the following in their math notebooks: Explain How you know which numbers are greater in Problem 3

3.Exploring perimeter, see p.416 in TE. Students draw all the rectangles having a perimeter of 20 cm. Those who finish early can try rectangles with a perimeter of 36 or can create their own perimeter. Need centimeter grid paper Math Masters p.416

4. Reviewing Shape names, see Reviewing Shape Names p. 193TE. Have students draw with their template and lable each shape in their math notebook. Those who finish early can play Subtraction Top-It

## Lesson 3.5 A Pattern Block Toss Experiment

Mini lesson: Ask kids what the word probability means. How is it different from making a prediction? Tell them today they will be conducting an experiment to determine which of three pattern blocks is most likely to land on an edge (narrow side) after being tossed in the air 50 times.

Rotation 1 Teacher Led: Follow perfoming a

Rotation 2: Math Box journal P. 66 and addition and subtraction flash card practice.

Rotation 3: Predicting the outcome of

Rotation 4: Play Subtraction Top It

Reflection: Using the data collected from the

Collect data from

Rotation 1 Teacher Led: Follow perfoming a

*Pattern Block Toss Experiment*p. 195 in the TE. Need Math Masters 70. Compile the results on the Class Data Pad as each group finishes.Rotation 2: Math Box journal P. 66 and addition and subtraction flash card practice.

Rotation 3: Predicting the outcome of

*Rolling Two Dice*p.198 in the TE. Need Math Masters P. 414Rotation 4: Play Subtraction Top It

Reflection: Using the data collected from the

*Pattern Block Toss Experiment*demonstrate how to enter this data on a Line Plot. Ask kids to identify the maximum, the mimimum, the mode and the median.Collect data from

*Predicting the Results of Rolling 2 Dice*discuss at end of day or save and discuss tomorrow.## Lesson 3.6 Exploring Perimeter and Area

* This is a good lesson to mix your abilities groups. Have some high, on grade level and low ing each group.*

Mini Lesson: Display and lable the rectangle in the Math Message then do the Math Message Follow-Up. Carefully explain Exploration B - Explain tiling and stress that the tiles must completely cover the rectangles. They cannot hang over nor can there be spaces. Review the meaniing of area. Carefully explain Exploration C. Ask how they will divide their group so that they are not all making the same triangle.

Rotation 1 Teacher Led: Exploration A Constructing Rectangles with Given Perimeters. Use Math Journal p. 67.

Rotation 2:Exploration B: Comparing Pattern Block Sizes by Tiling Equal Areas. Math Journal pp. 68 and 69

Rotation 3: Exploration C Making and Measuring Straw Triangles Math Journal p. 70

Rotation 4: Math Box math journal p. 71. Writing and Reasoning: Have children write an answer in their math notebooks to the following: Would you use a ruler or a yardstick to measure the height of the classsroom door? Why?

Reflection: Whay do you now understand about Area and perimeter?

Mini Lesson: Display and lable the rectangle in the Math Message then do the Math Message Follow-Up. Carefully explain Exploration B - Explain tiling and stress that the tiles must completely cover the rectangles. They cannot hang over nor can there be spaces. Review the meaniing of area. Carefully explain Exploration C. Ask how they will divide their group so that they are not all making the same triangle.

Rotation 1 Teacher Led: Exploration A Constructing Rectangles with Given Perimeters. Use Math Journal p. 67.

Rotation 2:Exploration B: Comparing Pattern Block Sizes by Tiling Equal Areas. Math Journal pp. 68 and 69

Rotation 3: Exploration C Making and Measuring Straw Triangles Math Journal p. 70

Rotation 4: Math Box math journal p. 71. Writing and Reasoning: Have children write an answer in their math notebooks to the following: Would you use a ruler or a yardstick to measure the height of the classsroom door? Why?

Reflection: Whay do you now understand about Area and perimeter?