Delaware Curriculum Unit Template

Unit Title: The Long and Short of It Delaware Curriculum Unit Template

Preface: This unit has been created as a model for teachers in their designing or redesigning of course curricula. It is by no means intended to be inclusive; rather it is meant to be a springboard for a teacher’s thoughts and creativity. The information we have included represents one possibility for developing a unit based on the Delaware content standards and the Backward Design framework and philosophy.

Subject/Topic Area: Math Trailblazers Unit 6: Measurement--Length

Grade Level(s): 1st grade

Searchable Key Words: Measurement; length; geometric reasoning; quantitative reasoning; standard and nonstandard units; data (collect; represent; analyze);

Designed By: Kathy Dulis District: Seaford

Time Frame: 6 lessons (approximately 11 classroom sessions)

Reviewed by: Date:

Brief Summary of Unit (This should include a brief unit summary including a description of unit goals, rationale for the approach taken, and where it appears in the course of study.) The students completing this unit will have had previous practice reading and creating color data tables and graphs. In this unit, the students will focus on the concepts of measurement. The students will learn to measure various objects using both standard and nonstandard units. The concept of yielding different results by using different sizes of units for measuring is also introduced. In the transfer task students will complete a lab assignment where they will be required to collect, record, and interpret data. The students will then have to use a graphing program to present their data to the class. (It may be helpful to collaborate with another teacher—media specialist or computer teacher —in order to teach the student how to use the graphing program you choose.)

Stage 1: Desired Results (Determine What Students Will Know, Do and Understand) Delaware Content Standards (This should include a list of the DE Content Standards for which instruction is provided in this unit and which are ultimately assessed in the unit.) Primary Standards Addressed:

Standard 3: Geometric Reasoning: Students will develop Geometric Reasoning and an understanding of Geometry and Measurement by solving problems in which there is a need to recognize, construct, transform, analyze properties of, and discover relationships among geometric figures; and to measure to a required degree of accuracy by selecting appropriate tools and units. GLE’s:  Compare the length of two objects by aligning them

of 16 Unit Title: The Long and Short of It  Put objects in order according to their length  Use nonstandard units to represent how long an object is

Standard 4: Quantitative Reasoning: Students will develop Quantitative Reasoning and an understanding of Data Analysis and Probability by solving problems in which there is a need to collect, appropriately represent, and interpret data; to make inferences and to present convincing arguments; and to model mathematical situations to determine the probability. GLE’s:  Collect categorical data (observe and count frequencies) to answer a question posed by the teacher  Organize and informally represent categorical data (2 or 3 categories) using drawings or physical objects  Interpret data by making comparisons between frequencies of data (e.g. how many more)  Explore events as likely or unlikely, possible or impossible based on shared or personal experience

Secondary Standards Addressed: Standard 1: Numeric Reasoning: Students will develop Numeric Reasoning and an understanding of Number and Operations by solving problems in which there is a need to represent and model real numbers verbally, physically, symbolically; to explain the relationship between numbers; to determine the relative magnitude of real numbers; to use operations with understanding; and to select appropriate methods of calculations from among mental math, paper-and-pencil, calculators, or computers. GLE’s:  Count sets of objects up to 50 by 1s, 2s, 5s, and 10s.  Sequence numbers and explain which is larger, which is smaller, and what is between other numbers up to 100.

Standard 7: Communications: Students will develop their mathematical Communication ability by solving problems in which there is a need to obtain information from the real world through reading, listening and observing; to translate this information into mathematical language and symbols; to process this information mathematically; and to present results in written, oral, and visual formats.

Big Idea (This should include transferable core concepts, principles, theories, and processes that should serve as the focal point of curricula, instruction, and assessment. Ex: Manifest Destiny, fighting for peace.) Measurement can be used to compare and contrast objects.

Unit Enduring Understandings (This should include important ideas or core processes that are central to the unit and transferable to new situations beyond the classroom. Stated as full-sentence statements, the understandings specify what we want students to understand about the Big Ideas Ex: Inverse operations are helpful in understanding and solving problems.) Students will understand that…  Objects can be compared by using measurement.  Objects can be measured using standard and nonstandard units.  The size of the unit of measurement effects the results of data collection

of 16 Unit Title: The Long and Short of It  Technology can be used to represent information from an experiment

Unit Essential Question(s) (This should include open-ended questions designed to guide student inquiry and focus instruction for “uncovering” the important ideas of the content. Ex: What is healthful eating? What is the relationship between fiction and truth?)  How are measurement and counting related?  How does what we measure affect how we measure?  How do we compare, contrast and classify objects?  What is the best way to represent data collected during an experiment?  What is the best technology to use to represent data collected?

Knowledge & Skills (This should include key knowledge and skills that students will acquire as a result of this unit. Ex: Factors affecting climate, The causes of World War II.) It should also include what students will eventually be able to do as a result of such knowledge and skill Ex: take notes, complete a bent-arm pull, compare fiction to nonfiction.) Students will know….  Objects can be measured using standard and nonstandard units (e.g. paper clips, chains, etc.)  There is a relationship between the size of the units used to measure and the size of the object to be measured  Patterns can be formed based on the data recorded on a chart, table or graph  Data can be used to solve problems involving length  Technology can be used to more easily represent our data

Students will be able to…  Measure various objects using different units (chains; rulers; paper clips, etc.)  Collect and record data in a chart, table or graph  Analyze and interpret information from a chart, table or graph  Use data to solve problems involving length  Use a simple graphing program to represent the data they have collected

Stage 2: Assessment Evidence (Design Assessments To Guide Instruction) (This should include evidence that will be collected to determine whether or not the Desired Results identified in Stage One have been achieved? [Anchor the unit in performance tasks that require transfer, supplemented as needed by other evidence –quizzes, worksheets, observations, etc.]

Suggested Performance Task(s) (This should include suggested authentic tasks and projects used as evidence of student competency in the skills and knowledge deemed important in the unit. Ex: a written composition, speeches, works of art, musical performances, open-ended math problems.)

Consider the following set of stem statements as you construct a scenario for a performance task: G – Goal—Ex: Reflect character’s motivation and predict his actions R – Role—Ex: A character in Of Mice and Men A – Audience—Ex: A family member or close friend S – Situation—Ex: Creating a scrapbook chronicling a character’s life, real and inferred P – Product, Performance, and Purpose—Ex: Scrapbook S – Standards and Criteria for Success—Ex: Your scrapbook should include all components on included rubric Page 3 of 16 Unit Title: The Long and Short of It

Task: You have been hired by the Seaford Car Test Company to test the distances that several models cars can travel on the test ramp. The car that travels the farthest will be sold by the company next year. You will be completing an experiment using cars and a ramp called Rolling Along with Links found in your Math Trailblazers Student Guide. You will be required to measure the distance that three cars will travel on a ramp, giving each car three trial runs. Using the median of the trials, you will record your information on a data table and then complete a graph using paper and pencil. The graph will then be transferred to the computer using a graphing program. You will present your findings to your class and propose which car should be sold next year during a class meeting. (See Appendix for complete instructions for the task.)

Goal: The goal of the task is to successfully collect, graph, interpret and present data from an experiment.

Role: You are the scientist who will collect the data for the Seaford Car Test Company.

Audience: Your audience is your teacher and your class (Seaford Car Test Company).

Situation: Testing three cars and determining the best car to use for the company based on your findings.

Product/Presentation: Using your graphs created in class and in the computer lab, you will make a proposal for which car should be sold next year.

Standards and Criteria for Success: Successful completion of the experiment and all components included in the rubric. (See Appendix for the rubric for the task.)

Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait rubrics used as a scoring guide to evaluate student products or performances.) See appendix for Rubric for Task

Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.)

Observational Record DPP’s Two Car Roll-Off Brian’s Class Stepping Out with My Family Measuring at Home Comparing Links to Chains Could Be or Crazy?

of 16 Unit Title: The Long and Short of It

Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.) Math Journal Prompt (Lesson 2) See Appendix for Student Self-assessment/evaluation (How Did I Do?)

Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments) Key learning events needed to achieve unit goals (This should include instructional activities and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2).

The acronym WHERETO summarizes key elements to consider when designing an effective and engaging learning plan for ALL students. W – Help the students know Where the unit is going and What is expected? Help the teachers know Where the students are coming from (prior knowledge, interests) H – Hook ALL students and Hold their interest? E – Equip students, help them Experience the key ideas and Explore the issues? R – Provide opportunities to Rethink and Revise their understandings and work? E – Allow ALL students to Evaluate their work and its implications? T – Be Tailored (personalized) to the different needs, interests, and abilities of ALL learners? O – Be Organized to maximize initial and sustained engagement as well as effective learning? Guides for each lesson are included in the Unit Resource Guide (URG) for Unit 6.

Lesson One (1 day): Linking Up 1. Daily Practice Problem: DPP A: Skip counting by 5’s with leftovers by ones 2. This lesson focuses on the concept of measuring length and the use of nonstandard units for measuring length.

of 16 Unit Title: The Long and Short of It 3. Each student will need to make a chain using 45 connecting links. (It is helpful to have the students sort the connecting links into groups of 5 of the same color. You could also have the students compare their chains to make sure that they are all the same.) 4. Have the students practice counting by 5’s by holding up a chain and counting the groups on their chain. (5, 10, etc.). Then have the students count the links by 5’s with leftovers by ones. (Mark a chain with a piece of tape or yarn and have the students count. For example, 5, 10, 15, 16, 17, 18) 5. Focus the children back on the concept of measurement by asking them how they would use the chain to measure different objects in the room. (See page 17 of the URG for ways to guide the discussion with the students.) 6. Reinforce the concepts—URG page 17. 7. Group activity: Measuring Our World (Page 100 in the Student Guide): 8. Discuss the activity using the guiding questions on page 18 of the URG. 9. Introduce the term perimeter to the students. Demonstrate how to measure perimeter using a large object (e.g. a large book; chart paper) 10. Have the student pairs to complete page 101—Measuring Ourselves for more practice. 11. Homework/Practice: DPP B. 12. Assessing the lesson: a. DPP A (Skip count by 5’s with Leftovers by ones) b. Observational record (Pages 5 & 6 in the URG)

Lesson Two (3 days): Rolling Along With Links (Transfer Task) 1. DPP C—Story Problems/Addition in measurement context 2. This lab focuses on the concepts of measuring length; “fairness”; and collecting, recording and analyzing data. It is completed in three classroom sessions. In the first session (#3-#9), the teacher will discuss and model the investigation. Using information they have learned in previous units about controlled variables and recording data, the students will collect data during the second session (#10-#14). In the third session, students will complete the graph and analyze the results (#15-#20). (Additional sessions may be needed to complete the technology piece of the transfer task. Working with the computer teacher or media specialist to complete this piece is highly recommended so that loss of classroom instructional time is minimal.) 3. Using the information on URG page 22, prepare the experiment for demonstration to the class. Use the illustration in Figure 1 (URG p.22) to help with the set-up if the lab. 4. Model the procedure for selecting cars for the experiment. Use the prompts on URG p.23 to discuss the concept of “fairness” when choosing cars. 5. After the five cars have been selected, create the chart shown in Figure 2 (URG p.23). 6. Model the lab procedure using the guidelines on URG page 23. 7. Have the students to complete the page Rolling Along With Links Illustration (Student Guide page 103). The students should be mindful of the parts of the experiment that must remain the same (controlled variables). 8. Math Journal Prompt: Have the students to answer the following in their Math Journals: Why do you think it is important that all the cars start at the same place? 9. Homework/Practice: DPP D--Addition Math Facts 10.DPP E—Estimation of length of objects 11. Review the concepts of controlled variables by looking over the students’ illustrations from the first session and introduce the transfer task, including the rubrics. 12. Lab—Have the students to complete the transfer task as outlined in the Appendix of this unit. Walk around the room and use the Observational Record to record students’ abilities to complete

of 16 Unit Title: The Long and Short of It the experiment according to the guidelines you modeled. 13. Make sure all students have completed the steps of the task 14. Homework/Practice: a. DPP F—Even and Odd Numbers b. Two Car Roll-Off—Homework Sheet 15. DPP G—Partitioning numbers 16. Review the concepts focused on in session 2: controlled variables; median; vertical axis’ horizontal axis 17. Using their data tables and graphs, have the students to complete #1-#4 of the Rolling Along with Links Discussion found on page 106 in the Student Guide. (**Students should have had the opportunity to create the graph on the computer prior to this discussion. If not, they can use their paper and pencil graphs.) Use this information to guide the Class Meeting where students will propose which car should be sold next year by the Seaford Car Test Company. 18. Have the students to complete #6-#9 of the Discussion page and review the answers with the class. 19. Have the students to complete the Brian’s Class sheet found on page 109 of the Student Guide. This will be used as an assessment of students’ ability to read and analyze graphs. 20. Homework/Practice: DPP H—Solving problems using skip counting 21. Assessing the lesson: a. DPP C; DPP E; DPP G b. Two Car Roll-Off c. Brian’s Class d. Rubric for transfer task e. Observational Record

Lesson Three (1 day): Betty Builds a Better Racer 1. DPP J: Math problems about animals to practice math facts 2. This lesson is used as a follow-up to the lab (transfer task) used in lesson 2. It focuses on using controlled variables and the effect of changing variables in an experiment. 3. Read aloud and discuss: Adventure Book pages 20-27—Betty Builds a Better Racer (Discussion prompts are on pages 29-32 of the URG) 4. Homework/Practice: DPP I (estimating length) 5. Assessing the lesson: a. DPP J b. Observational record

Lesson Four (3 days): Using Unusual Units 1. DPP K—Practice with grouping and counting by tens and counting leftovers by ones. 2. This lesson focuses on the relationship between the size of a unit and the number of units in a measurement. Students will measure an object using different units. This lesson is taught in three parts over a three day time period: Measuring with different measuring tools (#3-#7); using footprints for measuring (#8-#14); comparing units of measure (#15-#19). 3. Before the first activity, choose four objects of different lengths to be used as units of measure (paper clips; crayons; pencils, etc.) Make sure that all of one kind of unit of measure are the same length (i.e. one size of paper clip). Each group will need a container with one type of unit of measure. 4. Use the prompts on URG page 36 to show the students how they can measure the length of an object using different measuring tools. Continue with the discussion prompts that are focused

of 16 Unit Title: The Long and Short of It on proper ways of measuring and reporting measurements. 5. Group activity: Show the students the four objects that will be used for this activity. Tell the students that each group will receive one of the measurement tools to measure the length of a desk. (Make sure that at least two groups are using the same measuring unit.) Have the groups record their measurements on a piece of paper or index card. Transfer this information to the board do that everyone can see the results. Groups with the same measuring tool should yield the same results. (If this doesn’t happen, discuss how to handle the differences and decide on one measurement for each different tool.) 6. Our Unusual Units Graph—Follow the discussion prompts on URG page 37 and complete the Our Unusual Units Graph found on URG page 41. Stress to the students that there is a relationship between the size of a unit and the number of units needed to measure an object. 7. Practice: DPP L—Measuring objects with links 8. DPP M—Finding the value of a collection of coins 9. Show the video Math Monsters: Standard and Non-standard Measurement to introduce the concept of using paces for measuring. 10. During this activity, students will measure distances between two objects using their footprints. Ask the students what they think the appropriate unit of measure would be to measure the distance between your desk and the door (Give suggestions: paper clips; pencils; footprints). Focus on the concept that a footprint may be more appropriate because of the size of the unit of measure and the distance of what is to be measured. 11. Measure the distance from the desk to the door in several different ways: heel-to-toe; zigzag; gaps in between your feet, etc. Focus your discussion on the importance of accurate and careful measurements. 12. Mark a straight path from your desk to the door using tape or chalk. Have the students count your steps as you walk the distance heel-to-toe. Have a volunteer from the class to repeat what you have just demonstrated. Stress to the students that the size of the unit of measure (footprint) affects the number of the measurement. 13. Watch Your Step—Choose four distances that the students will measure using their footprints. Have the students work in pairs to complete the Watch Your Step activity found on page 113 in the Student Guide. (Make sure each child completes the table using his/her own footprints.) Use your Observational Record to record the students’ abilities to measure with nonstandard units. Discuss the activity as a class using the prompts on URG page 38. 14. Homework/Practice: a. DPP N—Comparing measurements b. Stepping Out with My Family—Homework sheet 15. DPP O—Addition math facts using number sentences 16. Review the following with the students: a. There is a relationship between the size of a unit and the number of units needed to measure an object. b. Objects can be measured using tools of different types and sizes. c. We can predict the number of units required to measure an object if we have another measurement for comparison. (i.e. two large paper clips are needed to measure one crayon. If it takes 10 crayons to measure an object, it would take 20 paper clips.) 17. Unusual Units—Have students work in pairs to complete the activity found on page 113 of the Student Guide. Use the Observational Record to record students’ abilities to report lengths accurately using numbers and units. Discuss the students’ reasoning for their estimations. 18. Read aloud: How Big Is a Foot? By Rolf Myller. (A king orders that a new bed be built for the queen based on the size of his foot. A dilemma is created when the carpenter uses his own

of 16 Unit Title: The Long and Short of It foot for the measurements.) 19. Homework/Practice: a. DPP P: Partitioning 20 objects b. Measuring at Home—Homework sheet 20. Assessing the lesson: a. DPP K; DPP M; DPP O b. Homework sheets (Be sure to allow students time in class to discuss their answers to the homework sheets.) c. Observational Record

Lesson Five (1 day): Delightful Dachshunds 1. DPP R—Comparing the distances of cars 2. In this lesson students will predict which of two objects is longer using different units. The students will then measure the objects in order to verify their predictions. 3. Beginning the lesson: Introduce the concept that different units can be used to measure an object’s length. Using the document camera or overhead projector, measure the length of a pencil using chains of connecting links and then using trains of connecting cubes. Discuss and compare the measurements with the students. Repeat this activity using different objects. Each time stress to the students that both measurements (links and cubes) express the measurement of the object. 4. Next, take a section of five cubes and a chain of four links. Ask the students why the chain of links is longer, even thought there are fewer links than cubes. Focus the students’ attention on the importance of using the name of the unit (cubes or links) when reporting measurements. 5. Using the document camera or overhead projector, show the students the Meeting the Delightful Dachshunds page (URG p.49). Discuss with the students that you can make a prediction about which dog is longer even though you can’t see the entire body of the dog. Encourage students to use the information they have about each dog to predict which dog is longer. Record the class’ answer in the box. Next ask the students how they think they could verify their prediction. Demonstrate the solution on the overhead or document camera, stressing again the importance of including the unit of measure. 6. Delightful Dachshunds (Student Guide pages 119 & 120): Students work in pairs to predict which length is longer; verify predictions using links and cubes and record longer lengths. Walk around the room and make observations as to whether or not the students are making random predictions or if they are making predictions based on the earlier activities. (Observations should be recorded on the Observational Record—URG pages 5-6). 7. Comparing Links to Cubes (Student Guide page 121)—Have to students to complete this activity individually using the manipulatives they have. 7. Homework/Practice: DPP Q—Finding median length to represent data from experimental trials 8. Assessing the lesson: a. DPP R b. Observational Record c. Comparing Links to Chains activity

Lesson Six (1 day): Give ‘em an Inch 1. DPP S 2. In this lesson, students make the transition from nonstandard units of measurement to standard units of measurement. Students will also use rulers to measure objects. 3. Begin the lesson with a discussion about the objects students have measured and the types of measuring units they have used (link; cubes; hands; footprints).

of 16 Unit Title: The Long and Short of It 4. Use the situation described on the URG page 52 to demonstrate the need for standard units of measurement. (Making a cover for your desk) 5. Introduce the concept of standard units by asking students to name standard units they may have heard about before—Draw their focus to “inches”. 6. Use the Using Inches to Measure (URG p. 56) to show standard units. (Cut out the inch strips beforehand and color them a light color. Also cut out the ruler strip.) Demonstrate measuring a pencil using separate inch boxes. Point out to the students that there will be gaps between the separate boxes and this can cause discrepancies in measurements. Use this point to transition to the importance of using a ruler. 7. Compare measuring with chains of links and measuring with unattached units (i.e. paper clips; inch boxes). Use the question prompts on URG p.53 to lead to the discussion of using a ruler. 8. On the overhead or document camera, tape the separate boxes together to form a ruler (boxes touching end-to-end). Number the ruler as shown on URG page 53 (Figure 5). Demonstrate how to measure objects in the classroom using the ruler. 9. Give the students a 12-inch ruler. Using the possible approaches listed on URG page 53; let the students measure objects found in the classroom. 10. Discuss the activity with the students (Stress the benefits of using a standard unit of measure). 11. Have the students work on the Could Be or Crazy? activity found on p.123 of the Student Guide. 12. Homework/Practice: DPP T—Measuring with Nonstandard Units 13. Assessing the lesson: a. DPP S b. Could Be or Crazy? c. Informal observations

Did you consider the following unit design principles? IP – International education perspective IL – Information Literacy WR – Workplace readiness/21st century skills FA – Formative assessment, used to check for understanding DI- Differentiated Instruction UDL– Universal Design for Learning TL – Technology Literacy

Resources & Teaching Tips (Consider the two questions below when completing this section.) o What text/print/media/kit/web resources best support this unit?

Manipulatives/Supplies: 1. Connecting links 2. Connecting cubes 3. Rulers 4. Nonstandard units of measurement (e.g. toy cars; index cards; blocks; markers; paper clips)

Instructional technologies: 1. Document camera 2. Multimedia projector

of 16 Unit Title: The Long and Short of It 3. Interwrite panel 4. Handheld computers (Drill and practice programs) 5. Computer access (Transfer task; drill and practice)

Print resources: 1. Hamm, Diane Johnston. How Many Feet in the Bed? New York: Simon and Schuster Books for Young Readers, 1994. 2. Hightower, Susan M. Twelve Snails to One Lizard. New York: Simon and Schuster, 1997. 3. Lionni, Leo. Inch by Inch. New York: Mulberry Books, 1995. 4. Myller, Rolf. How Big Is a Foot? New York: Dell Publishing, 1999. 5. Pluckrose, Henry. Math Counts: Length. Chicago: Children’s Press, 1995.

Kit Resources: 1. Math Trailblazers 2nd edition (1st grade Unit 6: Measurement: Length) Teacher and Student Resources

Web Resources: 1. http://www.mathtrailblazers.com – Official site for the Math Trailblazers curriculum 2. http://www.unitedstreaming.com –Consider the following videos available at this site (Username and password are required) a. Discovering Math: Measurement, K-2—(34:57) Segments include measuring time; counting money and a 5 minute segment on measuring length b. Math Monsters: Standard and Non-standard Measurement—(15:00) Segments include Using paces to measure; importance of standard units of measurement; feet and inches. 3. http://nces.ed.gov/nceskids/createagraph/default.aspx -- Kid Zone’s Create A Graph--Free graphing program; includes a tutorial 4. http://www.mathematicshelpcentral.com/graph_paper.htm -- Graph Paper!--Download graph paper for every purpose 5. http://www.internet4classrooms.com/excel_create_chart.htm -- Internet 4 Classroom’s tutorial on how to use Excel for creating graphs. 6. http://www.teach-nology.com/worksheets/math/ -- Teach-nology’s worksheets for teaching math 7. http://www.apples4theteacher.com/measure.html -- Interactive game to teach measurement 8. http://www.edhelper.com/measurement.htm - Edhelper’s list of measurement resources (Must subscribe to print worksheets) 9. http://www.learninginhand.com/ - Tony Vincent’s Learning in Hand site which offers lesson plans and links to software for handhelds and pocket PC’s Software Programs: 1. Excel--Microsoft 2. Kid Pix—Riverdeep—The Learning Company 3. Math Concepts One…Two…Three!--Gameco

o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues?

1. This unit was written based upon the Math Trailblazers curriculum for 1st grade (Unit 6: Measurement-Length). All of the necessary activities are included in the Resource Kit, or are created for your use and included in the appendix of this unit. The unit could be taught without

of 16 Unit Title: The Long and Short of It the transfer task and according to the guidelines included in the Unit Resource Guide for Lesson 2. 2. It may be helpful to set-up your classroom as if it were a company board room meeting for your class meeting. Allow the students access to some sort of display of their computer-generated graphs (e.g. document camera; overhead; multimedia projector) 3. Collaboration with the media specialist or computer person in your school may necessary for the completion of the technology piece of the transfer task, especially where constraints on instructional time exist. 4. If you are not able to access a graphing program, a paper and pencil (crayon, etc.) version would be an appropriate substitute.

Differentiation (This should include a list or description of ways that you will differentiate instruction according to students' needs. This can include any curricular adaptations/accommodations that are needed to meet the needs of ALL students, including students with disabilities. Ex: using reading materials at varying readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.) Many of the activities in the unit call for students to work in pairs. Try grouping students of lower ability with those of higher ability. The transfer task could be completed in pairs (grouping by ability) if necessary. If you are collaborating with another teacher in your building for the technology piece, you may be able to have small groups of students who are struggling with the task meet with you or the other teacher for additional assistance. The task is also written so that you could, if need be, leave out the technology piece. The students could create the graph using paper and pencil.

Technology Integration There are many opportunities for technology integration within this unit. Students will be using some type of software program for completing the transfer task. In addition, there are many online games, resources and tutorials that can be included in this unit (See Teacher Resources section). Many of drill and practice programs are available for download to handheld computers. Teachers may, when the technology is available, use such instructional technology tools as Interwrite panels, multimedia projectors and document cameras to assist with the teaching of the unit.

Content Connections Science: Standard 1: Nature and Application of Science and Technology

ELA: Standard 1: Oral Communication Standard 3: Organization of Information

of 16 Unit Title: The Long and Short of It Transfer Task: Steps for Completion

Task: You have been hired by the Seaford Car Test Company to test the distances that several models cars can travel on the test ramp. The car that travels the farthest will be sold by the company next year. You will be completing an experiment using cars and a ramp called Rolling Along with Links found in your Math Trailblazers Student Guide. You will be required to measure the distance that three cars will travel on a ramp, giving each car three trial runs. Using the median of the trials, you will record your information on a data table and then complete a graph using paper and pencil. The graph will then be transferred to the computer using a graphing program. You will present your findings to your class and propose which car should be sold next year during a class meeting.

In your classroom: 1. You will be placed in groups of 2. 2. Choose five cars to be tested. 3. Roll one car three times down the ramp. 4. Make a chain equal to each roll. 5. Each person in the group should record the numbers on their own Data Table (p.104 Student Guide) 6. Circle the number that represents the middle roll (median) 7. Repeat the steps in numbers 3 – 6 for all of your cars. 8. Using the Graph (p.105 Student Guide), graph the median roll for each of your five cars. **Don’t forget to include the unit of measurement on the vertical axis—links)

In the computer lab or media center: 1. Create the graph based on the information in your Data Table and the graph created in class. 2. Print a copy of the graph to use during the class meeting.

In your classroom: 1. Complete the Rolling Along with Links Discussion #1-#5 (p.106 Student Guide) 2. Use this information along with your “Car of Next Year” sheet to propose which car should be sold next year at your class meeting. 3. Present your proposal during your class meeting. 4. Complete #6-#9 of the Discussion paper and submit this to your teacher for review. 5. Complete the Self-Evaluation Sheet. 6. Turn-in the following to your teacher: a. Data Table b. Graphs (Paper and pencil and computer-generated) c. Proposal Sheet d. Discussion sheet e. Self-evaluation sheet

of 16 Unit Title: The Long and Short of It Rubric for Assessing Transfer Task:

Seaford School District Transfer Task Rubric

Name: ______Teacher: Date Submitted: ______Criteria Points 4 3 2 1 May be some No major math errors Major math errors or No math errors in serious math errors or serious flaws in serious flaws in the measuring or in or flaws in measuring or in measuring or in the ____ Lab determining the median measuring or in the determining the determination of the of the trials. determination of the median of the trials. median of the trials. median of the trials. Data table is Data table is accurate – inaccurate –number number of links and the of links and the ------____ Data Table median for each trial is median for each trial correctly identified. is not correctly identified. Graphs are accurate Graphs are accurate, neat, Graphs are labeled Graphs are unclear, and labeled correctly clear and labeled correctly but are inaccurate and not ____ Graphs but not clear or neatly correctly. inaccurate or unclear labeled correctly. done. Student gives a clear Student gives a complete Student’s Student’s explanation of why answer-- uses appropriate explanation is explanation is his/her car should be Proposal mathematical language unclear and uses unclear and does not chosen but uses some ____ and a clear explanation of some inappropriate include (Presentation) inappropriate why his/her car should be mathematical mathematical mathematical chosen. language. language. language. Student shows a Student shows a Student shows a complete understanding substantial Student shows some Demonstrated complete lack of of the questions, understanding of the understanding of the ____ understanding of the Knowledge mathematical ideas, and problem, ideas, and task. task. processes of the task. processes of the task. Total----> ____

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of 16 Unit Title: The Long and Short of It Seaford Car Test Company Car of Next Year Proposal Sheet

Proposed by: ______

The car that traveled the longest distance was the:

The car that should be sold next year is the:

I think this car should be sold next year because:

How Did I Do?

of 16 Unit Title: The Long and Short of It Name: ______

1. I did my best work on this project.

2. My proposal is the best choice for the Seaford Car Test Company.

3. I used my data correctly when completing my graph.

4. I liked using the computer to make my graph.

5. I used my best speaking voice during the class meeting.