Chapter 8: Measurement Work Stations

At the conclusion of the chapter, Debbie Diller offered a section for reflections and dialogue to share interpretations with faculty, staff, and colleagues. I used these questions to guide my discussion. The games provided have graphics from Just So Scrappy.

What are you teaching your students about measurement? Is it mostly procedural or conceptual knowledge? What is difficult for them?
2nd Grade in the State of Florida: MA.2.A.2.4: Solve addition and subtraction problems that involve measurement and geometry. DOK: High To meet or exceed the standard, students show concrete, pictorial, and abstract representations.

MA.2.G.3.1: Estimate and use standard units, including inches and centimeters, to partition and measure lengths of objects. DOK: Moderate Estimate lengths of objects using inches. To meet or exceed the standard, students show concrete, pictorial, and abstract representations. Partition and measure lengths of objects using inches. To meet or exceed the standard, students show pictorial representations. Estimate lengths of objects using centimeters. To meet or exceed the standard, students show concrete and pictorial representations. Partition and measure lengths of objects using centimeters. To meet or exceed the standard, students show concrete representations.

MA.2.G.3.2: Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. DOK Moderate To meet or exceed the standard, students show concrete and pictorial representations.

MA.2.G.3.3: Apply the Transitive Property when comparing lengths of objects. DOK: Moderate To meet or exceed the standard, students show concrete representations.

MA.2.G.3.4: Estimate, select an appropriate tool, measure, and/or compute lengths to solve problems. DOK: High To meet or exceed the standard, students show concrete and pictorial representations.

MA.2.G.5.2: Identify time to the nearest hour and half hour. DOK Low To meet or exceed the standard, students show concrete and pictorial representations.

Measurement can be overwhelming. What management tips will you try from this chapter.
As previously stated, my district implements CHAMPs for behavior management. You will find my CHAMPs poster at http://primarygraffiti.blogspot.com/search/label/Behavior.

Dahloan Hembrees explanation of CHAMPs: CHAMPs is a module of classes that most new teachers are now encouraged to take, focusing on classroom organization as the key to managing discipline. The theory assumes that when students know what is expected of them, they will behave and the classroom will run smoother. The premise was that most classroom disruptive behaviors are directly linked to a lack of organization. CHAMPs is an acronyms. C is communication, H is help, a is activity, m is material, p is participation. Communication refers to whether or not the students can talk during a certain activity. H stands for how will they get help. Activity defines what they will actually be doing. Materials is self explanatory - what materials will they need for the activity. Participation means how will you know they are participating. When CHAMPs is used all together it is suppose to create well behaved and organized children.