options: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Relate addition and subtraction to length.

Describe and compare measurable attributes.

Represent and interpret data.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Measure lengths indirectly and by iterating length units.

Tell and write time.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Work with time and money.

Convert like measurement units within a given measurement system.

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of angle and measure angles.
problem_activity: Narrative
In this warm-up, students practice estimating a reasonable angle measurement based on their knowledge of angles so far and their familiarity with clocks. Later in the unit, students will take a closer look at the angles in an analog clock and apply their understanding of angles to solve more sophisticated problems.
Launch
Groups of 2
Display the image.
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time
Activity
1 minute: partner discussion
Record responses.
Draw an arc to show the clockwise turn of the minute hand from the hour hand (label the
\(143^\circ\)
measurement with an arc).
“Your estimate should show the size of this angle in degrees. If you need to, revise your estimates.”
As needed, record any revisions.
Student Facing
How many degrees is the angle formed by the long hand and the short hand of the clock?
[IMG]
Make an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "about right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.5cm} \\\\ \\hspace{2.5cm}}\\)"}]}]}]}]}]}
Student Response
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Activity Synthesis
Consider asking:
“Is anyone’s estimate less than _____? Is anyone’s estimate greater than _____?”
“How did you go about making an estimate? How did you know that _____ must be too low and _____ must be too high?”
“Based on this discussion does anyone want to revise their estimate?”
Consider revealing the actual measurement:
\(143^\circ\)
.


correct_option_index: 14