3.11b

3.11  Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass.
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2.9a  Identify concrete models that approximate standard units of length	3.11b  use standard units to find the perimeter of a shape	4.1a  Estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units metric and customary
Use standard units to find the perimeter of a shape Use:  to employ for some purpose; put into service; make use of Find:  to locate, attain, or obtain by search or effort; to discover or ascertain through observation, experience, or study

Activities:

• Model with color tiles or grid paper creating a shape, discussing the standard unit of measure
• Draw a line around the perimeter of the shape, labeling each side then totaling the perimeter
• Use color tiles to create figures that represent a given perimeter. 
• Use poster graph paper to create models that represent a perimeter that is discerned by rolling a dice, drawing a card (Eliminate the 1 and 2), or spinning a spinner

• Measure various polygons using inches and centimeters
• Record each side of the shape to find the total perimeter
• Compare and order the total perimeters of the polygons
• Categorize polygons according to the total perimeter withing a range--graph the perimeter of ranges
• Given a polygon with missing information, find the missing info to find the total perimeter

Anchor Activities:

• Use geoboards to create a shape and find the perimeter
• Create polygons using the color tiles or on graph paper and find the perimeter

Possible Test Questions:

3.10

3.10  Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths. (REVISITED DURING FRACTIONS)
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2.11a Construct picture graphs and bar‐type graphs.	3.10Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths. (REVISITED DURING FRACTIONS)	4.13a Use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.

Activities:

• Show that a ruler, thermometer, tape measure, yard stick, meter stick, clock, calendar, analog scale, round thermometer is a number line. And the distance between the two numbers is one unit of measure
• Refer to the ruler as a number line and use the two terms interchangably
• Use broken rulers to measure objects and emphasize that the distance between the two numbers is one unit of measure. Don't necessarily look at the numbers on the ruler
• Moodle Activity: Line it Up  (modify to use the numbers 20-100)

Anchor Activities:

• Students will measure items

Possible Test Question:

3.13a

3.13 Probability and Statistics.  The student solves problems by collecting, organizing, displaying, and interpreting sets of data
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2.11a Construct picture graphs and bar‐type graphs.	3.13a  collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;  only bar graphs at this time	4.13a Use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.
Collect data in bar graphs where one cell might represent more than one piece of data Organize data in bar graphs where one cell might represent more than one piece of data Record data in bar graphs where one cell might represent more than one piece of data Display data in bar graphs where one cell might represent more than one piece of data Collect:  to bring together in a group or mass; gather Organize:  to arrange in a coherent form; systematize; to arrange in a desired pattern or structure Record:  to set down in writing or the like, as for the purpose of preserving evidence Display:  show or bring th the attention of another or others; to spread something out so that it may be most completely and favorably seen

Activities:
Collect data in a tally chart--pattern blocks, buttons, outdoor items, color tiles, letter tiles, m&m's

• Sort and organize items, create a tally chart or data table of the items
• Use data to create a bar graph based on the data collected
• Begin introducing range as a way of categorizing
• Use science and math vocabulary in Word Storm Game to sort words based on number of letters

Anchor Activities:

• create a tally chart or table when given an assortment of items and create a graph based on the data

Possible Test Questions: