getting down to the basics with length measurement lorraine males, funda gonulates, stem project,...
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![Page 1: Getting Down to the Basics with Length Measurement Lorraine Males, Funda Gonulates, STEM Project, Michigan State University MiCTM Conference August 6,](https://reader037.vdocument.in/reader037/viewer/2022110207/56649d625503460f94a44a09/html5/thumbnails/1.jpg)
Getting Down to the Basics with Length
Measurement
Lorraine Males, Funda Gonulates,
STEM Project,
Michigan State University
MiCTM Conference
August 6, 2009
![Page 2: Getting Down to the Basics with Length Measurement Lorraine Males, Funda Gonulates, STEM Project, Michigan State University MiCTM Conference August 6,](https://reader037.vdocument.in/reader037/viewer/2022110207/56649d625503460f94a44a09/html5/thumbnails/2.jpg)
• Welcome!• Your presenters & you• A bit about the STEM project• A problem & NAEP data• Three Activities• Putting together the key length
measurement ideas• Feedback
2
Introduction and Overview
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A Bit About Our Project• STEM – Strengthening Tomorrow's
Education in Measurement• Premise: Part of the problem may be our
curriculum materials• Carefully examine 3 elementary programs
• Everyday Mathematics• Scott-Foresman/Addison-Wesley Mathematics• Saxon Mathematics
• We are not aiming to evaluate these curricula – we are looking to provide a description of the opportunity to learn measurement
3
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A Bit About Our Project
• Look for every instance of measurement content
• Code each as an “opportunity” to learn some bit of conceptual or procedural knowledge
• Length analysis is complete for K through Grade 3
4
![Page 5: Getting Down to the Basics with Length Measurement Lorraine Males, Funda Gonulates, STEM Project, Michigan State University MiCTM Conference August 6,](https://reader037.vdocument.in/reader037/viewer/2022110207/56649d625503460f94a44a09/html5/thumbnails/5.jpg)
• Lots of different conceptual and procedural elements
• We found that these curricula provide tasks that mostly have a procedural focus
• We found some examples that may be used to introduce some key ideas related with length measurement
5
Some Results
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The Toothpick Problem
“What is the length of the toothpick?”
6
Into the Content
[NAEP, Grade 4, 2003, Open response]
![Page 7: Getting Down to the Basics with Length Measurement Lorraine Males, Funda Gonulates, STEM Project, Michigan State University MiCTM Conference August 6,](https://reader037.vdocument.in/reader037/viewer/2022110207/56649d625503460f94a44a09/html5/thumbnails/7.jpg)
[Grade 4, large national sample]
Response % Responding
2.5 inches (correct) 2010.5 inches 14
3.5 inches 23
Other 42
Omitted 27
The Toothpick Problem Data
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What lessons can we take from the toothpick problem?
• students
• teaching
• content
• curriculum
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We will do three length measurement activities• Buttons• Footprint• Funny Rulers
As we do these activities think about:• the key length measurement ideas• possible connections between these
activities and ideas9
Come Potentially Useful Activities
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Question:
What is the width of the paper you are given in buttons?
1. Sketch possible ways that a student may solve this task.
10
Buttons
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Question:
What is the height of the desk you are sitting at?
How long is it?
1. Trace you footprint on the paper provided in your bag, cut it and determine the height and length of your desk.
2. Sketch possible ways students might come up with.
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Footprint
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Question:
How long is the paperclip provided in your bag?
1. Examine the rulers in your envelope to answer the following questions:
• Which rulers could give you an accurate measure?• Which rulers you should not use?
For each, explain why the ruler will not give an accurate measure.
12
Funny Rulers
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Think back to the following questions:
What were some of the key length
measurement ideas in these activities?
What are some possible connections between
these activities and ideas?
13
Reflecting on Activities
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• In all those three activities there is an exhaustion of the space but• If we skip tiling ……………….• If we always provide sufficient materials but do
not provide opportunities for unit iteration …………
• If we start with measurement with ruler without providing an enough experience with tiling and unit iteration ………..
• Rulers embed units
14
Key Ideas
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15
Percentages of Selected Conceptual Knowledge Elements Across Grades
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Percentages of Selected Procedural Knowledge Elements Across Grades
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What happens if we don’t show strange and
incorrect ways of doing something?
Is it good if we just show students correct
procedures?
Think back to the toothpick problem
Some things may be worth investing more time
on than others because of the benefit these
things may provide 17
Overall
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Thank you for coming & engaging
Please let us know if youare interested in free
professional developmentaround measurement ideas
18
Closing
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Engage with us• Feedback form• Indicate an interest in measurement• Are you using one of our target curricula?• Look for us around the state, at NCTM, and in
NCTM’s journalsLorraine Males ([email protected]) Funda Gonulates ([email protected])Jack Smith ([email protected])
19
Closing