It's a Ruler You Know!
Lesson 2 of 5
Objective: SWBAT measure with a ruler to the nearest 1/16 of an inch.
Learning about the Ruler
This is the direct instruction part of the lesson. The teacher will present material using a power point while the students use the notes that are provided.
Before starting any measuring, I ask the students what their ruler is measuring in. I make sure that students have rulers with different markings to allow this discussion to occur. As we look at the rulers, the students can see that just because a ruler has different markings, it still measures the same. We also discuss that the more markings on a ruler means we can measure more precisely.
Some common issues are that students neglect to simplify their answers. It is best to remind students that all answers need to be simplified. Also, students may miscount the markings. Remind students to use their benchmark fractions. If a student continues to misread their markings, a good idea would be to have them make a rectangle around the whole numbers. Use the markings as the equal parts in the rectangle.
Next, the SMART board will be used to reinforce measuring with a ruler and understanding fractions on a number line. I will randomly be calling on students to come to the board to show the class how to use and measure with the ruler. Students will be explaining out loud how they measure and how they get their solution.
Measuring Art Supplies
Finally, the students will measure objects on the Art Supply worksheet. During this time, I will be looking to see what strategies students are using to meausure. The students who are working to mastery will be able to measure and answer without counting all marks. They will understand their benchmark fractions and use them accordingly. Students who are measuring accurately will count all marks and simply their answers as needed. Students who are struggling will need the rectangle visual to help them read the ruler correctly.
MP5: Use appropriate tools strategically
The teacher will review the essential question for the day: How will students apply what they know about fractions on a number line to using a ruler.
How are a number line and a ruler alike?
How are they different?
What types of objects could we measure with a ruler?
When would a ruler NOT be the best unit of measurement?
Explain the steps when measuring an object.
Allow students to reflect upon these questions either mentally or in a journal. Have them share with a partner or whole class.