Reflection: Checks for Understanding How Big Is A Mile? - Section 3: Yards to Miles


Today's task was not a simple one, but for the students who used the tens frames, the task was one that they were successful at. For students who wanted to skip the manipulatives, the math was difficult. They became confused with the many numbers they were trying to add. I told students that even if they were doing the math in their heads, they should help their partner use the tens frames and then they would have a way of checking their own accuracy. 

Often children who are used to doing things "in their heads" resist writing out the problem,using manipulatives, or explaining their thinking. Students who struggle more, welcome the assistance of manipulatives. The idea is to help those who are used to using their heads, to realize that there are other strategies out there that can help them when they get stuck. Requiring that they check their work by using manipulatives is one way to honor their attempts to do the work mentally, but also to show them the usefulness of manipulatives.

Based on this lesson, I will plan a lesson with several centers next. At each center, students can try to solve problems by using the manipulatives at that center. It will encourage all children to find a method that works for them when they need to go beyond using just their heads to solve the problem.

  Skipping The Manipulatives
  Checks for Understanding: Skipping The Manipulatives
Loading resource...

How Big Is A Mile?

Unit 13: Area, Perimeter and More Measurement
Lesson 1 of 6

Objective: SWBAT use place value strategies to figure out how many times they would have to walk around the gym to equal one mile. They are introduced to the term perimeter.

Big Idea: How far do I have to walk in order to make 1 mile? What if I want to walk 2 miles? We can measure, add and figure it out.

  Print Lesson
Add this lesson to your favorites
unknown 1
Similar Lessons
10, 20, 100 Day 2
1st Grade Math » Complements of 10 and 20
Big Idea: Students will use dice to roll a number and then find the complement to make 10, 20 or 100.
Waitsfield, VT
Environment: Suburban
Thomas Young
I've Got More Than You
2nd Grade Math » Addition and Subtraction Basic Training
Big Idea: Students often think that subtraction is simply “take away.” The goal of this lesson is to allow students to see the comparison (difference) between two numbers.
Pepperell, MA
Environment: Rural
Kristen O'Connor
Building a Dog Kennel Day 1
3rd Grade Math » Using Multiplication to Find Area
Big Idea: Students will be able to use strategies to solve real-world problems involving area and perimeter.
Troy, MI
Environment: Suburban
Michelle Marcus
Something went wrong. See details for more info
Nothing to upload