standard_description: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Narrative
The purpose of this activity is for students to think of questions that can be answered using the data representation they create as they collect data from the class. Although there are two different sets of data, all of the questions students ask should be able to be answered using either data set. Questions are compiled during the synthesis and will be used in the following activity.
If necessary, use the provided blackline master instead of collecting data from the class. Cut the blackline master in half and give half the class data from Group A and the other half data from Group B.
Required Materials
Materials to Copy
Favorite Special Class Data
Launch
Groups of 2
“We are going to take another survey and ask questions about the data.”
Decide on a survey question the class would like to answer and three possible responses.
“Record the title of the data representation and each category.”
Demonstrate recording the titles.
Divide the class into Group A and Group B. Each partnership should have one person from each group.
“Group A is going to take the survey first. If you are in Group B, record the data in your book as I record it for all to see.”
Ask students in Group A the survey question and record the data on the table using tally marks and numbers.
“Now Group B is going to take the survey and Group A will record the data.”
Ask students in Group B the survey question and record the data on the table using tally marks and numbers.
Activity
“Now, think of as many questions as you can that can be answered using your data representation. Record your questions in your book if you would like.”
5 minutes: independent work time
Student Facing
Our favorite __________________________________________________
| category 1                     \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | category 2                     \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) | category 3                     \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\) |
|-------------------------------------------------------------------------------|-------------------------------------------------------------------------------|-------------------------------------------------------------------------------|
|                \(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\)                 |                                                                               |                                                                               |
Student Response
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Advancing Student Thinking
If students make statements instead of questions, consider asking:
“What is the question you want your partner to answer?”
“How could you finish this question, ‘How many students chose _____?’”
Activity Synthesis
Share and record the students’ questions about their data.
“Now we will ask our partner some of these questions.”


aligns: no