1. T1PM3 – Geometry & Measurement Grades 2 and 3 October 7, 2010 Dr. Monica Hartman http://www.protopage.com/monicahartman

2. Introductions Each person takes a turn. Roll the die and answer the question that corresponds to the number on the die. The other members, in turn, will ask you probing questions for more information. Each person takes a turn. Roll the die and answer the question that corresponds to the number on the die. The other members, in turn, will ask you probing questions for more information. Prepare to introduce one of the teachers in your group, using what you learned about that person from this activity. Prepare to introduce one of the teachers in your group, using what you learned about that person from this activity.

3. The Six Questions 1. Who is someone you most admire? 2. What made you decide to be a teacher? 3. What accomplishment are you most proud of? 3. What accomplishment are you most proud of? 4. What was the most exciting event in your life? 4. What was the most exciting event in your life? 5. What are you looking forward to the most this school year? 5. What are you looking forward to the most this school year? 6. What is your most memorable vacation experience? 6. What is your most memorable vacation experience?

4. Agenda

5. Challenges for Teaching Geometry and Measurement At your table, identify the top 3 Geometry and/or Measurement GLCEs that are hard to teach. At your table, identify the top 3 Geometry and/or Measurement GLCEs that are hard to teach. What is your evidence? What is your evidence? Purpose: To identify areas for future sessions and/or afterschool meetings

6. Break

7. Common Core State Standards See Power Point See Power Point See Power Point See Power Point

8. Measurement and Data (2.MD) Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 3. Estimate lengths using units of inches, feet, centimeters, and meters. 4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

9. Measurement and Data (3.MD) Represent and interpret data. 4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

10. Measurement and Data (3.MD) Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

11. One- Dimensional Measurement Using your measuring tools you made, measure 5 items of different sizes from around the room. Using your measuring tools you made, measure 5 items of different sizes from around the room. Measure in both feet and inches Measure in both feet and inches Be sure to keep a record of your measures Be sure to keep a record of your measures Look for patterns in your results Look for patterns in your results What conclusions can you make? What conclusions can you make?

12. More One-Dimensional Measurement Use the coffee stirrers/straws to make closed shapes Use the coffee stirrers/straws to make closed shapes What is the fewest number of straws needed to make a closed shape? What is the fewest number of straws needed to make a closed shape? Make shapes with different numbers of straws. Tape them to the construction paper. You may cut the straws to make a different length Make shapes with different numbers of straws. Tape them to the construction paper. You may cut the straws to make a different length Measure each side of your shape and record. Measure each side of your shape and record.

13. LUNCH

14. Literature Connection Read “How Big is a Foot” by Rolf Myller. Read “How Big is a Foot” by Rolf Myller. The King wants a bed for his queen and uses his foot to measure how big the bed should be. But his chief carpenter is much smaller and uses his foot measure to make the bed. The King wants a bed for his queen and uses his foot to measure how big the bed should be. But his chief carpenter is much smaller and uses his foot measure to make the bed. Read “How Tall, How Short, How Faraway by David Adler (1999) Read “How Tall, How Short, How Faraway by David Adler (1999) Introduces several measuring systems such as the Egyptian system, the inch-pound system, and the metric system. Introduces several measuring systems such as the Egyptian system, the inch-pound system, and the metric system.

15. Perimeter Patterns 1.Make as many rectangles on the geoboard as you can. 2.Record the perimeter and length of the long side and the short side in a table like this: 1.What patterns do you see? PerimeterLonger SideShorter Side

16. Broken Ruler See Handout See Handout

17. Break

18. Time 2. MD. 7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 3. MD. 1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. AIMS  Hour by Hour  Hands on the Hour  Time by Fives  Double Time  Two Timers  Minute by Minute Everyday Math  2 nd Grade (Lesson 3.3)  Math Masters (Clock) Pages 60, 61  3 rd Grade (Lesson 1.4)  Length of Day Project

19. Homework Try one of the strategies/lessons from today’s session in your classroom. Be prepared to show student work and/or share reflection. Try one of the strategies/lessons from today’s session in your classroom. Be prepared to show student work and/or share reflection.

20. Exit Cards Three things that I learned today that I will use in my classroom are… Three things that I learned today that I will use in my classroom are… For the next time, I would like to learn more about … For the next time, I would like to learn more about …