TM LP Measurement Cover - Blake Education

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Numbers to 100. Numbers to 9 999. Number Systems. Numbers to 1 000. Estimation. Estimation. Estimation. Place Value. Pla
Targeting Maths Lower Primary

Ove 90 B r LMs

Graded activities that target all Maths topics

Measurement

Copying for Educational Purposes The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1. the number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes; 2. copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted; 3. copies are not sold or lent; 4. every copy made clearly shows the footnote ‘Blake Education Targeting Maths. This page may be reproduced for classroom use.’ Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected] Copying by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

Targeting Maths: Lower Primary: Measurement Copyright © 2000 Blake Education Reprinted 2004 ISBN 1 86509 861 2 Published by Blake Education Locked Bag 2022 Glebe NSW 2037 (02) 8585 4085 Publisher: Katy Pike Series editor: Garda Turner Designed and typeset by The Modern Art Production Group Printed in Singapore by Green Giant Press

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Introduction Targeting Maths Targeting Maths is a comprehensive resource for primary schools. It has been developed so that teachers can find activities and photocopiable pages for all areas of the primary maths curriculum.

The structure of the complete series The twelve books in the series cover all aspects of the maths curriculum in an easy to access format. Each level of primary schooling – lower, middle and upper – has four books: Numeration and Fractions; Operations and Number Patterns; Space and Chance and Data; Measurement. Each topic in a book is covered by one or more units that are progressive in level. You are able to find resources for all your students whatever their ability. This enables you to differentiate for different ability groups, within your class. It also allows you to quickly find worksheets at different levels for remediation and extension.

The structure of this book This book contains topics covering Measurement: Area; Capacity and Volume; Length; Mass; Time; Temperature. Length is covered by 3 units of work, Temperature by 1 unit and the other topics by 2 units each.

The structure of each unit Each unit is complete in itself. It begins with a list of outcome indicators, resources needed, mathematical language used and a description of each blackline master. This is followed by suggested student activities to reinforce learning. The six photocopiable pages cover different aspects of the topic in a progressive nature and all answers are included. Every nine-page unit includes an assessment page. These assessment pages are an important resource in themselves as teachers can use them to find out what their students know about a new topic. They can also be used for assessing specific outcomes when clear feedback is needed. There is an activity page containing a game or activity which further explores the topic in a fun way.

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Contents Introduction Targeting Maths Topic Paths Lower Primary Overview • • • •

Measurement Numeration and Fractions Operations and Number Patterns Space

Merit Certificates

iii v vi vii viii ix x

Area

• Overview • Unit 1 –— comparing areas, greater area, finding and ordering • Unit 2 –— measuring, estimating, ordering, equal areas, nets

1 2 12

Capacity and Volume

• Overview • Unit 1 –— full, empty, capacity, ordering, problem solving • Unit 2 –— estimating, measuring, finding differences, problems

21 22 32

Length

• • • •

41 42 52 62

Mass

• Overview • Unit 1 –— lighter, heavier, scale balance, equal mass, problems • Unit 2 –— estimating, measuring, modelling, mass stories

Time

• Overview • Unit 1 –— days, months, seasons, hours, minutes, seconds • Unit 2 –— calendars, analog and digital, half past, 5 minute intervals

91 92 102

Temperature

• Overview • Unit 1 –— hot, cold, weather, temperature, comparing

111 112

Blackline Masters

• BLM 1 • BLM 2 • BLM 3

122 123 124

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Overview Unit 1 –— long and short, wide and narrow, comparing, ordering Unit 2 –— shortest, longest, informal units, estimating, matching Unit 3 –— measuring, perimeter, one metre, centimetres

–— Calendar page –— Overhead transparency clock faces –— Clock and watch faces

71 72 82

TARGETING MATHS

Topic Paths Lower

Middle

Upper

Numeration & Fractions Numbers to 10 Numbers to 100 Numbers to 1 000 Estimation Calculators Money Common Fractions

Numbers to 999 Numbers to 9 999

Numbers to 999 999 Number Systems

Estimation Place Value Calculators Money Common Fractions Decimal Fractions

Estimation Place Value Calculators Fractions Decimal Fractions Percentages

Operations & Number Patterns Addition to 20 Subtraction to 20 Multiplication Division Number facts to 20 Number patterns Problem solving

Addition to 99 Subtraction Multiplication Division Number facts Number patterns Problem solving

Addition Subtraction Multiplication Division Number facts Number types and patterns Problem solving

Space & Chance & Data 2D 3D Transformation Position and Mapping Graphs Chance and Data

2D 3D Transformation Position and Mapping Graphs Chance and Data

2D 3D Transformation Position and Mapping Graphs Chance and Data

Measurement Length Area Mass Capacity and Volume Temperature Time

Length Area Mass Capacity and Volume Temperature Time Angles

Length Area Mass Capacity and Volume Temperature Time

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CAPACITY AND VOLUME

These units provide many activities that give students the opportunity to experience capacity and volume in a hands-on way. Students measure with a variety of informal units making use of everyday kitchen containers. The skills of estimating, comparing and graphing are encouraged. Recognising full and empty, graphs using capacity, ordering quantities, and problem solving all help to consolidate the concepts covered. There are two assessment pages. The activity page is an experiment using containers and a 50mL measure.

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LOWER PRIMARY CAPACITY/VOLUME UNIT 1 Empty, full Identifying capacity Subtraction Ordering Problem solving

BLM Content *

Materials needed for each BLM.

1 Full, empty – students circle the items that are empty; tracing over words full, empty.

2 Capacity – identifying containers that would hold the most.

3 Problem solving – using subtraction to find how many more.

4 Complete the matrix – completing and labelling the matrix.

Assessment outcomes A student: sorts and describes objects in terms of their features such as size and shape.

5 Order – identifying full and empty; drawing more; ordering items from smallest to largest capacity. * coloured pencils

• •

asks and responds to mathematical questions using drawing, describing, acting, telling, guessing and checking, and retelling.



represents addition and subtraction facts up to 20 using concrete materials and in symbolic form.



estimates, compares and orders the capacity of containers using informal units.

6 Problems – solving problems by drawing. * coloured pencils, water, jars, glasses

7 Assessment 8 Activity – Capacity experiment. * water, jars

Language full, empty, hold the most, how many more?, can take, already, matrix, half-full, order, smallest, largest, half, number sentence, how much left?, altogether

Materials/resources coloured pencils, optional: water, glasses, jars

*

Remember

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*

Sand and water form a necessary part in volume/capacity concept development and in problem solving, so should be available for use.

*

Estimation should be encouraged.

*

Capacity is the amount a container can hold. Volume is the amount of space occupied by an object.

*

Additional Activities

ANSWERS

■ If possible provide a water tray and lots of containers in different shapes and sizes for students to explore capacity/volume. Encourage language ‘full’, ‘empty’ and encourage students to estimate before finding out how many of one container are needed to fill another container.

■ Provide substances like sand, rice or large

BLM 1 Teacher to check.

BLM 2 Teacher to check.

BLM 3 1 a 7

seeds, and a variety of containers in different shapes and sizes for students to explore volume/capacity.

BLM 4

■ Pamela Allen’s ‘Mr. Archimedes’ Bath’, Henry

BLM 5

Pluckrose’s ‘Capacity’ and the story ‘Tiddalick’, to the students.

■ Allow the students to make a class shop and provide shopping bags for students to pack and unpack items. Encourage language ‘full’, ‘empty’, etc.

■ Have discussions (and picture talks, if you can find suitable illustrations) with students to relate filling and packing activities to things they are familiar with, e.g. filling the petrol tank in a car, filling a bath.

■ Provide nesting toys for the students to play

b 6

c 6

d 2

e 3

Teacher to check.

1 a 2 b 3 2 a 3 2 1

c Teacher to check. b 2 1 3 c 3 2 1

BLM 6 Teacher to check.

BLM 7 1 2 3 4 5

Teacher to check. Teacher to check. 4 eggs 2, 3, 1 Teacher to check.

BLM 8 Teacher to check.

with.

■ Encourage the students to work in small groups and see which group can fit the most items into a matchbox.

■ Give students the opportunity to develop language such as ‘half full’, ‘half empty’, ‘pouring’, ‘filling’, ‘nearly full’, ‘nearly empty’, ‘over full’.

■ Provide opportunities to identify substances which are easily poured or emptied, and to identify appropriate containers to hold particular substances.

■ Provide a variety of boxes, glue, tape etc. for students to make structures.

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BLM 1 Name 0000000000000000000000000000000000 Date 00000000

FULL AND EMPTY 1

Trace the words.

2

Circle the items that are empty.

24

Outcome • Sorts and describes objects in terms of their features such as size and shape. © Blake Education Targeting Maths. This page may be reproduced for classroom use.

BLM 2 Name 0000000000000000000000000000000000 Date 00000000

CAPACITY 1

Colour the containers that would hold the most. a

b

c

d

e

f

g

h

Outcome • Recognises, continues and makes simple patterns. © Blake Education Targeting Maths. This page may be reproduced for classroom use.

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BLM 3 Name 0000000000000000000000000000000000 Date 00000000

PROBLEM SOLVING 1

The lift can take 10 people. How many more can fit into the lift?

a

1

0



3

=

people The car park can take 20 cars. If there are 14 cars parked already, how many more cars can park in the carpark?

b

cars

Draw the cars

12 eggs can fit into the egg carton. If there are 6 eggs in the carton, how many more can be put into the carton?

c

eggs

Draw the eggs

5 people can fit into the car. If there are 3 people in the car, how many more can fit?

d

people 12 pencils fit into a pencil box. If there are 9 pencils in the box, how many more pencils can fit in?

e

Draw the pencils

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pencils

Outcomes • Asks and responds to mathematical questions using drawing, making, describing, acting, telling, guessing and checking, and retelling. • Represents addition and subtraction facts up to 20 using concrete materials and in symbolic form. © Blake Education Targeting Maths. This page may be reproduced for classroom use.

BLM 4 Name 0000000000000000000000000000000000 Date 00000000

MATRIX 1

Complete. e.g.

a

b

c

2

Label the matrix full, half full, empty. Outcome • Sorts and describes objects in terms of their features such as size and shape. © Blake Education Targeting Maths. This page may be reproduced for classroom use.

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BLM 5 Name 0000000000000000000000000000000000 Date 00000000

ORDER 1

a Which shelf is empty? b Which shelf is full? c Draw more toys to fill the shelves.

A

B

C

2

Order 1–3 from smallest to largest. a

b

c

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Outcome • Estimates, compares and orders the capacity of containers using informal units. © Blake Education Targeting Maths. This page may be reproduced for classroom use.

BLM 6 Name 0000000000000000000000000000000000 Date 00000000

PROBLEMS 1

Predict what you think will happen. Draw your answer. a Soula poured half a jar of water into a jar half full of water.

b Charne poured half a jar of jelly beans into half a jar of jelly beans.

c Duncan poured half a jar of water into an empty jar.

2

Draw the problem and then write a number sentence. a Peter has a glass of water and Mark has a glass of water. How many glasses of water altogether?

b Clarissa has a glass of water and drinks all of the water. How much water is left?

Outcomes • Estimates, compares and orders the capacity of containers using informal units. • Describes and models the relationships between the parts and the whole. © Blake Education Targeting Maths. This page may be reproduced for classroom use.

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ASSESSMENT

BLM 7

Name 0000000000000000000000000000000000 Date 00000000

CAPACITY AND VOLUME

1

2

Circle the items that are empty. a b

c

Circle the containers that would hold the most. a

b

c

3

d

Draw to answer this problem. 12 eggs can fit into the egg carton. If there are 8 eggs in the carton, how many more can be put into the carton?

eggs

4

Order from smallest to largest, 1 to 3

5

Draw what happens. Brendon added half a glass of water to half a glass of water.

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© Blake Education Targeting Maths. This page may be reproduced for classroom use.

ACTIVITY

BLM 8

Name 0000000000000000000000000000000000 Date 00000000

CAPACITY EXPERIMENT

Work in groups of three or four. What to do. a

Collect six containers which are different but about the same height.

b

Pour 50mL of water into each container. Mark the water level with a permanent marker.

c

Keep repeating step b. Stop when one container is full.

d

Discuss what has happened.

e

Write three sentences about your experiment. 1

0000000000000000000000000000000000000000000000000000000000

2

0000000000000000000000000000000000000000000000000000000000

3

0000000000000000000000000000000000000000000000000000000000 © Blake Education Targeting Maths. This page may be reproduced for classroom use.

31

Targeting Maths The Targeting Maths Series is a comprehensive resource for primary schools. It has been designed to provide busy teachers with all the additional material they need when teaching mathematics. All aspects of the primary mathematics curriculum are covered in this twelve book series. With Targeting Maths, teachers can easily find student activities, reproducible pages and assessment ideas for every mathematical topic or concept. Each topic is covered by one or more units of work which are progressive in level. Each unit starts with two teaching pages that include outcomes, language and materials needed. This is followed by a description of the six blackline masters and all their answers. There are activities and exercises for extension as well as reinforcement and practice, plus high interest activities and games. Each unit ends with an assessment page, which is a valuable teaching resource in itself. They can be used to assess specific outcomes or as a pre-test to discover levels of student understanding. There are four books at each level—Lower, Middle and Upper Primary.

Targeting Maths Lower Primary

O 90 Bver LMs

Graded activities that target all Maths topics

Targeting Maths

O 90 Bver LMs

Graded activities that target all Maths topics

Operations and Number Patterns

Targeting Maths Upper Primary

Lower Primary

O 90 Bver LMs

O 90 Bver LMs

Graded activities that target all Maths topics

Numeration and Fractions

Targeting Maths Middle Primary

O 90 Bver LMs

Graded activities that target all Maths topics

Lower Primary

O 90 Bver LMs

Targeting Maths

O 90 Bver LMs

Targeting Maths Lower Primary

Measurement

Space and Chance and Data

Targeting Maths Middle Primary

O 90 Bver LMs

Targeting Maths Middle Primary

O 90 Bver LMs

Graded activities that target all Maths topics

Space and Chance and Data

Targeting Maths Upper Primary

O 90 Bver LMs

Graded activities that target all Maths topics

Graded activities that target all Maths topics

Numeration and Fractions

Upper Primary

Targeting Maths Graded activities that target all Maths topics

Graded activities that target all Maths topics

Operations and Number Patterns

Middle Primary

Targeting Maths

O 90 Bver LMs

Measurement

Targeting Maths Upper Primary

O 90 Bver LMs

Graded activities that target all Maths topics

Graded activities that target all Maths topics

Graded activities that target all Maths topics

Operations and Number Patterns

Numeration and Fractions

Space and Chance and Data

Measurement

ISBN 1-86509-861-2

9 781865 098616