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In this 5-lesson unit, students take a pretend scuba-diving trip to Belize. They explore various real-world applications of time and distance measurement, make estimations and calculations, and use online resources to plan the trip. In the first lesson, students view several websites and determine what mathematical ideas and concepts are involved in scuba diving. In the second lesson, students use various resources to choose travel dates, compare temperatures, estimate and calculate distances to Belize City, and determine the length of their flight.
In this 5-lesson unit, students take a pretend scuba-diving trip to Belize. They explore various real-world applications of time and distance measurement, make estimations and calculations, and use online resources to plan the trip. In the first lesson, students view several websites and determine what mathematical ideas and concepts are involved in scuba diving. In the second lesson, students use various resources to choose travel dates, compare temperatures, estimate and calculate distances to Belize City, and determine the length of their flight. The third lesson focuses on time zones and the effects of traveling across time zones. In the fourth lesson, students pretend to travel to the island of Ambergris Caye off the coast of Belize; they complete the measurements needed for their scuba diving gear and solve elapsed time problems. In the final lesson, students complete linear conversions, find elapsed time, calculate a percentage, and analyze data from a chart. ORC reviewers especially liked this lesson as a context for integrating mathematics, science, reading, and social studies. Videos, Internet resources, activity sheets, questions for students, suggestions for assessment, lesson extensions, and prompts for teacher reflection are included. (author/sw)
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| Mathematics Academic Content Standards |
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| Measurement Standard |  |
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| Benchmarks (3 - 4) |
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| C. | Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates. |
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| Benchmarks (5 - 7) |
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| E. | Use problem solving techniques and technology as needed to solve problems involving length, weight, perimeter, area, volume, time and temperature. |
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| Grade Level Indicators (Grade 3) |
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| 3. | Tell time to the nearest minute and find elapsed time using a calendar or a clock. |
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| Grade Level Indicators (Grade 4) |
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| 6. | Write, solve and verify solutions to multi-step problems involving measurement. |
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| Data Analysis and Probability Standard | |
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| Benchmarks (3 - 4) |
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| B. | Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions. |
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| Grade Level Indicators (Grade 4) |
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| 5. | Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs. |
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| Principles and Standards for School Mathematics |
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| Measurement Standard | |
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| Understand measurable attributes of objects and the units, systems, and processes of measurement |
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| Expectations (3 - 5) |
| understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; |
| understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; |
| understand that measurements are approximations and how differences in units affect precision; |
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| Apply appropriate techniques, tools, and formulas to determine measurements. |
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| Expectations (3 - 5) |
| understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; |
| understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; |
| understand that measurements are approximations and how differences in units affect precision; |
| select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; |
| select and use benchmarks to estimate measurements; |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 3 - 5 |
| TOPICS |
Mathematics --
Estimation;
Measurement;
Length, distance;
Time;
Technology |
| KEYWORDS |
online videos;
travel;
interdisciplinary;
multi-disciplinary |
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Author: Tamie Dickson
Publisher: National Council of Teachers of Mathematics
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