options: Represent and interpret data.

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

Geometric measurement: understand concepts of angle and measure angles.

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

Measure and estimate lengths in standard units.

Tell and write time.

Describe and compare measurable attributes.

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

Work with time and money.

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

Relate addition and subtraction to length.

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

Convert like measurement units within a given measurement system.

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

Measure lengths indirectly and by iterating length units.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 1 of the Jump the Line center. In this stage, students take turns making strategic choices about numbers to add or subtract to reach target numbers. Students choose 3 target numbers and mark them on the number line. Both players start at the beginning of the number line. They spin all 3 spinners and decide which of the moves they want to use on their turn. Students take turns spinning and moving, trying to land exactly on the target numbers. The first player to land on 2 target numbers wins.
Required Materials
Materials to Gather
Dry erase markers
Paper clips
Sheet protectors
Materials to Copy
Jump the Line Stage 1 Gameboard
Jump the Line Stage 1 Spinners
Launch
Groups of 2
Give each group a spinner, paper clip, dry erase marker and gameboard.
Display spinners and gameboard.
“You and your partner will choose 3 target numbers and mark them on your number line.”
“Then you will take turns spinning all 3 spinners. On your turn you can decide which spin to use. Your goal is to jump to one of the numbers you and your partner marked.”
“The first player to land exactly on 2 of the target numbers wins.”
Play a round with the class, if needed.
Activity
15 minutes: partner work time
Activity Synthesis
Display a gameboard with 3 target numbers. Spin the three spinners.
“This is my gameboard and my spins. Which spin would you use? Why?”


correct_option_index: 10