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Measuring
Trees |
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Spartanburg
School District Five School: Reidville Designed
by: Lewanna Caldwell |
Subject: Math Grade Level: 3 |
Targeted Standards
(taught in module)
VC1a - Estimate and use measuring devices;
length-inches, feet, yards, centimeters, and meters
VD1 - Measure length to the nearest inch or half-inch or to
the nearest centimeter to solve problems
VG1 - Apply measurement in a variety of real-world contexts
and other disciplines
Applied Standards (Used but not directly taught in this module)
IC3 - Locate whole numbers, unit fractions, or mixed
numbers with unit fractions on a number
line
Teacher Focus Question(s)
Do students know and understand the terms: diameter, circumference, and height?
Can students measure diameter, circumference, and estimated
height?
Can students read and record measurements to the nearest inch,
half-inch or centimeter?
Student Focus Question(s)
How do I measure how big a tree is from side to side?
What is circumference?
How do I measure the distance around a tree?
What is height?
How do I measure how tall a tree is?
Culminating Assessment
Students
will make a book of the tree they measured on SCALE. Their book should include:
illustrations of the tree, what they measured, how they measured it, and
their measurements (data). Students
should use MS Word to publish the text of their book. Students might also use MS Excel to display the data collected.
Teaching and Learning
Activities/Strategies/Assessments
(Include technology
activities and hands-on S.C.A.L.E. activities)
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Teacher
Activities |
Student
Activities |
Assessment |
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1. |
Gather materials needed: carpenter squares, measuring tapes (the type used by a
seamstress; one per team), masking tape, yard sticks (one per team),
measuring tape (one that measures 50 feet or greater; one per team), and
yarn. |
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2. |
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3. |
Discuss with students the kinds of jobs that might
require a person to measure trees and why.
Use Rapid Fire tool in Inspiration to record student responses. Discuss any other times when measuring a
tree might be needed. Discuss why
this type of data might be needed. Explain to students that they are going to learn to measure
estimated height, diameter, and circumference so that they can visit SCALE
and collect measurement data on trees on the site. |
Students participate in discussion. Students use this web page activity
to access http://www.scforestry.org/ |
Students write in journals about careers that deal
with trees. |
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4. |
Teach students how to use two carpenter squares to
measure diameter. (Put the two
squares together so the long ends overlap.
Adjust to fit the object being measured. The diameter can be read directly off the top square.) Make decisions about recording data ( inch, half-inch, cm) or make decision to allow students to
choose. |
Students work with a partner to practice measuring
diameter and reading the measurement.
They may measure objects in the room or measure each other. |
Teacher Observation and Journal Writing - What is
diameter? and/or How to Measure Diameter |
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5. |
Teach students to measure circumference using the
measuring tapes. |
Students work with a partner to practice
measuring circumference and reading
the measurement. They may measure
objects in the room or measure each other. |
Teacher Observation and Journal Writing - What is
circumference? and/or How to Measure Circumference |
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6. |
Teach students to make measuring devices for
measuring estimated height: Place a
yardstick on one carpenter square. It
should cross the carpenter square at the same distance from the vertex on
both sides. One end of the yardstick
should fit flush with the long side of the carpenter square so that it can
sit flat on the ground. The yard
stick and carpenter square are then taped together. Give assistance as needed. |
Students make devices for measuring estimated
height as instructed. |
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7. |
Teach students how to measure estimated height
using the device: Place the device on
the ground (or floor) with the yardstick pointing to the object to be
measured. With eye at ground level
and at the base of the yardstick, try to point the yardstick at the top of
the object being measured. Move
closer or farther away as necessary.
Mark the spot where the yardstick points at the top. Measure from that point to the base of the
object for estimated height. |
Students work with a partner to practice measuring
estimated height and reading the measurement. They may measure the height of a door, a wall, etc. |
Teacher observation and Journal Writing - How We
Will Measure Estimated Height of Trees |