Rachael Boglarsky Student Work 2/12

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Math Objective/Purpose: For this task, the teacher cut strips of paper of varying lengths and the students were to measure the strips using various manipulatives from the classroom. Pictured above are Unifix Cubes, People Counters, and Sorting Bears. This task has a few objectives. One, it will assess the students' counting ability and tell the teacher if the students are able to count one-to-one or if they are rote counting. Secondly, the "bigger" math concept of measurement being addressed here is that things can be measured with diferent tools (cubes, people, bears) and the measurements may not always be the same. This is an introduction to measurement and the concept of using a more standardized measurement tool (i.e. a ruler).

Possible Approaches: The students weren't instructed to use a specific method to solve this problem-it was very open-ended. Some students may be more famliar with measurement and might try to use a ruler to measure the strips. Others may choose a manmipulative and estimate the number it would take to fill the strip. Lastly, some may line the manipulatives up until the strip is covered and then count each manipulative one-to-one to measure the stip of paper.
Anticipated Sol'ns: I anticipate my students will use the manipulatives to masure the strips. I anticipate that some students will be confused or frustrated if they do not get the same answer using 2 different manipulatives and might try to change their answer to fit a previous answer.
Actual Student Response: My students, though they were given a multitude of manipulatives, chose to use the unifix cubes to measure the strips.The students who chose to do this activity today used the unifix cubes, lined them up until the strip was covered, then counted one-to-one, touching each cube, to get a number. Then, they wrote the number in ry-erase marker on the black line. Only one student used the bears to count, and we have a conversatiobn with the other students about why her numbers were different. (Her numbers were higher because the bears were smaller than the cubes). Nobody chose to use the people counters or a ruler.
Explanation: This activity showed me the students' ability to count one-to-one. Most students can count to at least 20 or 30 just by rote counting, but one-to-one correspondance is hard for some students. This activity showd me which students understood the concept of one being one block, the number 2 as a representation of two objects, etc. The students also were surprised that the bears and the cubes made different measurements. This shows me that the concept of measurement and a standard measurement unit is still new to these students and that they do not yet have the cognitive/math skills to know that not all objects will make the same measurement.
Suggestions: The students almost all ued the unifix cubes because that is what they have seen most, so I would suggest introducing and using other kinds of manipulatves for the students to explore. Some missed the opportunity to disccus why the measurements were different because they didn't use another strategy. Also, this would show that numbers and math concepts can be represented in different ways. Lastly, to extend this I would have the students measure longer strips or objects with new materials to see how high they can rote count and count one-to-one.