Games to Go - Measurement
| The Fun | The Math | Order/Source | |
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Puddle Parade The first to cover their puddle gets to stand on “dry land!” |
area of irregular objects
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Students will use indirect measurement and non-standard units (pennies) to compare the area of irregularly shaped objects. They will identify the area of irregularly shaped objects |
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Rectangle Wrangle Comparing areas will earn you your own rectangle! |
area of irregular objects
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Students will use direct measurement and non-standard units (color tiles) to compare areas. They will estimate and compare areas of different shapes. |
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How Long? Will you use centimeters or meters? The coin will tell… |
length
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Students will use standard units (cm and m) to estimate and measure length, and develop a sense of the actual lengths of 1 cm and 1 m. |
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Metre Dash How long it takes to reach a meter depends on the dice! |
length
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In their efforts to get closest to 1 meter, students will use standard units (cm and m) to estimate and measure length, and develop a sense of the actual lengths of 1 cm and 1 m. |
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Silly Straws Take a straw and hope for the best! |
length
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Students will estimate and measure length using standard units (cm), and recall single-digit addition facts. |
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Measure Up The card draw tells what you might be measuring! |
length
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Students will estimate and choose an appropriate non-standard unit (buttons, pennies, paperclips, cubes, etc.) to measure the length of an item. They will recognize that the size of a unit affects how many of that unit are needed. |
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Betcha Figure out how long, how tall or how far away! |
length
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Through measuring length using non-standard units(their body parts), students will explore the inconsistent nature of non-standard units and understand the purpose of standard units. |
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Treasure, Treasure Follow the directions carefully and you may “strike it rich”! |
length
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As they move towards a common point in the room, students will compare and measure length with non-standard units (steps, hops, other movements) to standard units (m). They will explore the purpose of standard units. |
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Top it Up! You’ll need to work together to top up to a liter. But… it’s the last scoop that really counts! |
capacity
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Students will use non-standard (small scoop) and standard units (l) to estimate and measure capacity, and develop a sense of the actual capacity of 1 liter. |
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“Space” Exploration Here you’ll see if it “feels” like a liter! |
capacity
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Using a variety of household containers, students will use standard units (l) to estimate and measure capacity, and develop a sense of the actual capacity of 1 liter. |
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Waterworks You’ll ned to guess how much each container will hold! |
capacity
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Students will estimate and measure capacity using standard units (l). They will recall single-digit addition facts. |
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Container Challenge Having a keen eye for estimating is the key here! |
capacity
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Students will use non-standard units (spoon, cup, scoop, etc.) to estimate and measure the capacity of a chosen container. They will recall single-digit addition facts. |
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It’s About Balance Add items to balance the scales, but if you add too many, watch out! |
mass
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Using a balance scale, students will use non-standard units to find the mass of a 1 kilogram item and develop a sense of kilograms. They will recall single-digit addition facts. |
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“Mass”-terpieces Measure your way to a full grid! |
mass
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Students will estimate, measure, and compare everyday objects to 1 kilogram, as they develop a sense of 1 kilogram. |
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kg Quest From Blocks to Baseballs… How many for 1 kg? |
mass
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To develop a sense of what 1 kilogram “feels” like, students will act as a balance scale, and estimate, measure, and compare everyday objects to 1 kilogram. |
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Balancing Act It’s not about having the most, but the least mass that counts! |
mass
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Students will estimate and measure mass on a balance scale using non-standard units(counters, counting bears, beans, etc.), and compare masses. |
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Time’s Flying You’ve only got a minute to get it all done! |
time
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Students will estimate time using non-standard units (complete various tasks) and explore how long one minute is using their chosen unit. |
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Time Olympics Its time to “go for gold,” but it’s not always your speed that counts! |
time - passage
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Students will estimate, measure, and compare times using non-standard units (completing a chosen activity). |
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Rock Around the Clock It’s a race to “rock” all the way “around the clock” first! |
time - clock
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Using an analog clock, students will show and read time to the hour and half hour. They will explore what they might be doing at different times of the day. |
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All In A Day’s Work Fill your busy schedule first and you’re in business! |
time - clock
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Students will read hours and half hours on a digital clock, and then represent that time on an analog clock. They will explore what they might be doing at different times of the day. |
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