Solving Real World Measurement Problems

The teacher and the students will read the learning targets together (Slide 3).

The teacher and students will read the problem together. The students should estimate the number of centimeters needed prior to beginning their computation. The teacher can leave the slide posted and allow the students to solve the problem independently in their journal or the teacher will distribute a task activity sheet. The task activity sheet scaffolds students to organize the information from the problem before they attempt to solve the problem. Some students will be able to do this mentally. Other students will need to record the information from the text of the problem and the picture part of the problem. This allows the students to synthesize all of the information prior to beginning the computation part of the problem (Slide 4).

Choose three students to share. The lowest level shares first. The highest level shares last. The complexity of strategy may vary due to skill level or the time of the school year, so each teacher will have to look at their individual class to rank strategy complexity to determine what is the lowest level and what is the highest level. Typically, the lowest level strategy involves counting on 10 each time. The middle-level strategy will involve using strategies based on place value. The students will use a base-ten model or a number line to keep track of their count (counting strategy). The highest level strategy will involve using strategies based on place value without the use of a base-ten model or number line to keep track of the count (additive strategy). Use the student work sort organizer to evaluate student work and determine the next steps. The additive framework may be helpful when evaluating work (Slide 5).