##
* *Reflection: Joy
Using Math at Work - Section 1: Parent Visit

Having a parent come in and share how he uses math in his job is a wonderful way for students to see that math is a useful thing to know. He sparked excitement in the students, and you could almost hear the wheels turning in one child's head as she asked if anyone could be an architect and if you could make your own kind of buildings.

The visit sparked an interest in measurement among the students. They kept talking about the special tools they had seen. They wanted to try to use the tools to measure the classroom.

If you can find a local person, a parent, or another adult volunteer who uses math in the community, invite them in. It creates a whole new excitement around the usefulness of math and possibly an interest in careers that include math.

*How Fortunate We Are*

*Joy: How Fortunate We Are*

# Using Math at Work

Lesson 4 of 16

## Objective: SWBAT see how people use math at work.

## Big Idea: Math is all around us but sometimes we need to be specific in showing students how it is there and how it is used.

*75 minutes*

#### Parent Visit

*45 min*

Today I have invited a parent architect to visit our classroom. He brings with him his architectural drawings, his measuring tools and a story to read to the class.

He spends about 30 minutes explaining how he uses math to measure buildings and to create his drawings. (MP4) He lets students read the measurements off of the drawings. He also encourages students to look at the different types of measuring tools that he uses.

He demonstrates using steel tape measures so he can measure to the ceiling without the tape measure falling over. He shows a tool that measures angles. He has a ruler with several scales on it, and a folding ruler that goes to 30 feet. He has a variety of tape measures in different sizes.

He leaves each student with a small handout showing his drawings and the measurements of the real objects.

*expand content*

#### Measuring the Classroom

*30 min*

The parent visitor brings a measurement activity with him. He brings large graph/drafting paper for each child. He draws our classroom 3 dimensionally on the board. He next explains to students about drawing from a birds eye view looking down on the classroom. Next he asks students to identify the basic shape of the classroom. He then draws a large rectangle on the board and asks students to do the same.

He helps them see the different walls with any indents, doors, windows, etc. He moves wall to wall around the room adapting his drawing and showing students how to draw doors and windows. He tells them that it is important to be precise when you are showing where things are so that the builder will put things in the right places (MP6).

Finally he shows his various measuring tools. He asks students to think about which tool might be the best for measuring the room (MP5). He has a short tape measure, an angle measurement tool, a tool for measuring non regular shapes, and a large tape measure. Students choose the large tape measure. He takes out a large architect's tape measure and has 3 students come and measure the length of the room and report it. He shows students how to label that dimension of the room. He has 3 different students measure the width of the room and report it. Again he stresses the importance of accurate or precise measures (MP6).

He ends the session by taking questions from the students.

#### Resources

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: My Special Strategies
- LESSON 2: Division Strategies
- LESSON 3: Estimation as a Strategy for Checking Work
- LESSON 4: Using Math at Work
- LESSON 5: Measurement Strategies
- LESSON 6: Double-Digit Subtraction - We Can Do It
- LESSON 7: Where On The Line?
- LESSON 8: Stop, Look and Check
- LESSON 9: Stop, Look and Check (Part 2)
- LESSON 10: Attributes of Groups
- LESSON 11: Relative Size
- LESSON 12: Counting Coins Again
- LESSON 13: Another Visit to Double-Digit Work
- LESSON 14: Visiting the Olympics
- LESSON 15: Creating Math Games
- LESSON 16: Playing Our Own Games