Maths Resource Package - LengthJessica Matsens0248977

The Issue Before students can begin to understand and apply standard units of length, they need to understand the discrepancies that appear when using non-standard units (Siemon et al., 2011, pp. 447-448).

Students are finding it difficult to move on to and understand, standard units of length in the metric system.

In this package, students listen to an explanation of why they need to use standard units of length. I have attempted to give students a lot of opportunities to remember the different sizes of each of the units through the many activities they are given.

The Whole Resource Package

Included in the package:• 6 Green Task Cards• 4 Yellow Task Cards• 2 Red Task Cards• 3 Anna’s World books• Metric conversion pin• Access to the website• Resource bags 1 & 2

Not pictured: play dough, rulers, rope

Connections to the Curriculum

This package is designed as extension work for students in grades 2-3 and to provide support for those students who have not grasped the concept of using standard units of length.Students in year 4 begin to work with standard units of length and they will need a solid understanding of how to measure objects.

Green Task Cards

The task cards have been differentiated

into three traffic light colours: Green, yellow and red.

Students begin with green, which

provides simple measuring activities

exploring the different metric

units.

Yellow task cards

Yellow task cards are less simple and

require students to use their problem

solving skills.

Red Task Cards

Red task cards only need to be

completed by students who wish to be introduced to

the idea of perimeter.

The website

I designed a website through Weebly to provide an easy way for teachers to access the resources. I decided to create a website as I am able to implement a scaffolding tool which allows me to record the instructions for the task cards.

This package has been scaffolded with the help of a voice recorded ‘tutor’ who explains the tasks to students. A student can have the physical task cards in front of them to complete the tasks, with the help of the ‘tutor’ who reads it to them. This will greatly help their understanding of the tasks as there is no doubt to what the question says.

In lower grades, this will be helpful for those students who’s reading abilities are not yet developed.

The ‘Online Tutor’

Anna’s WorldStudents can access each Anna book after they have finished the corresponding task cards.

Siemon et al. (2011, p. 448) notes that

children’s picture books are an engaging

way for students to work on a topic.

Metric Conversion Pin

Students have the choice to have a metric conversion pin with them while they complete the activities. The pin converts millimetres to centimetres, centimetres to meters and meters to kilometres. There is also a page that helps students to remember how to calculate perimeter.

Guidelines for TeachersI have provided guidelines for teachers for use of the resource package in the classroom. I suggest to teachers to differentiate by allowing students to complete the red cards and the Anna books as additional work. Students are also given the opportunity to access the website and listen to the ‘online tutor’ read the questions for them.

Resource Bags 1 & 2

These resources compliment the work to complete in the task cards. Students will be told to locate the bags if they are needed for the task.

References…Thanks for listening!Australian Curriculum, Assessment and Reporting Authority (ACARA). (2015). Australian Curriculum: Mathematics. Education Services Australia.Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics. Frenchs Forest, New South Wales Pearson Australia, c2014.Siemon et al. (2011). Teaching mathematics : foundations to middle years. South Melbourne, Vic. : Oxford University Press, 2011.Swanson, H. W. (2014). The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties. Learning Disability Quarterly, 37(2), 111-123.White, J. (2013). Using Children's Literature to Teach Problem Solving in Math : Addressing the Common Core in K-2. New York: Routledge.