Show Me! 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. Build estimation skills and incorporate math vocabulary into your whole-class directions and transition time with this memorable tip. Explain to students that a centimeter is about the width of a pinkie nail while an inch is about the same length as the distance from the tip of a thumb to the first knuckle. Also tell students that a foot is about the length of a forearm (wrist to elbow) and a yard is about the length of both arms stretched out wide. Later, use the tips to estimate the lengths of classroom objects.

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Measurement Match-Up 3.MD.C.7b Multiply side lengths to find areas of rectangles with whole-number side lengths. 3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons. Materials:

•Copy of the perimeter and area cards, cut out and separated into two stacks (shapes, measurements)

• centimeter ruler

• paper

A child takes a card from the shape stack; then he finds the perimeter and area of the shape on the card. Next, the student locates the measurement card with the matching perimeter and area. Then the child selects another card and repeats the process as time allows or until the measurements have been found for each card.

Summer Schedule 3.MD.A.1 Measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes. To begin this camp-themed activity, have each child cut apart a copy of the camp activity and ending time cards. Direct her to read each camp activity card and glue the appropriate ending time card on it. To extend the activity, have the child order the cards from the beginning of the day to the end, glue the cards to a sheet of paper, and use the ordered cards to write a schedule for the day.

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Who Rules? 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers. This partner center has students measuring with inches. To prepare, cut apart a copy of the measurement cards. Place the cards in a bag; then put the bag at a center with two rulers and a supply of paper. To start the activity, each student draws a dot anywhere on his paper. Player 1 takes a card from the bag, uses her ruler to draw a corresponding line segment from her initial dot, and labels the line segment with its measurement. She returns the card to the bag and then Player 2 takes a turn in the same manner. Students alternate play, each time drawing a new line segment from the end of the previous one without going off the page or crossing another line. The first player who cannot draw a line segment loses the round, and play starts again on new sheets of paper.

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Give each small group of students two sheets of lined paper, a sheet of graph paper, and crayons. Have each group follow these steps:

1. Choose a topic, such as food, school, or sports. Brainstorm a list of ten related words.

2. List the alphabet vertically on a sheet of lined paper.

3. On the alphabet sheet, tally the total number of times each letter is used in your word list.

4. Graph the results of your tally on the graph paper.

When groups are finished, list the alphabet vertically on chart paper. Then have each group share its graph and total for each letter. Have students use the information on the chart to identify the letter that would be most missed

2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters.Build estimation skills and incorporate math vocabulary into your whole-class directions and transition time with this memorable tip. Explain to students that a centimeter is about the width of a pinkie nail while an inch is about the same length as the distance from the tip of a thumb to the first knuckle. Also tell students that a foot is about the length of a forearm (wrist to elbow) and a yard is about the length of both arms stretched out wide. Later, use the tips to estimate the lengths of classroom objects.3.MD.C.7b

Multiply side lengths to find areas of rectangles with whole-number side lengths.

3.MD.D.8

Solve real world and mathematical problems involving perimeters of polygons.

Materials:• Copy of the perimeter and area cards, cut out and separated into two stacks (shapes, measurements)

• centimeter ruler

• paper

A child takes a card from the shape stack; then he finds the perimeter and area of the shape on the card. Next, the student locates the measurement card with the matching perimeter and area. Then the child selects another card and repeats the process as time allows or until the measurements have been found for each card.

3.MD.A.1

Measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.

To begin this camp-themed activity, have each child cut apart a copy of the camp activity and ending time cards. Direct her to read each camp activity card and glue the appropriate ending time card on it. To extend the activity, have the child order the cards from the beginning of the day to the end, glue the cards to a sheet of paper, and use the ordered cards to write a schedule for the day.

2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers.

This partner center has students measuring with inches. To prepare, cut apart a copy of the measurement cards. Place the cards in a bag; then put the bag at a center with two rulers and a supply of paper. To start the activity, each student draws a dot anywhere on his paper. Player 1 takes a card from the bag, uses her ruler to draw a corresponding line segment from her initial dot, and labels the line segment with its measurement. She returns the card to the bag and then Player 2 takes a turn in the same manner. Students alternate play, each time drawing a new line segment from the end of the previous one without going off the page or crossing another line. The first player who cannot draw a line segment loses the round, and play starts again on new sheets of paper.

1. Choose a topic, such as food, school, or sports. Brainstorm a list of ten related words.

2. List the alphabet vertically on a sheet of lined paper.

3. On the alphabet sheet, tally the total number of times each letter is used in your word list.

4. Graph the results of your tally on the graph paper.

When groups are finished, list the alphabet vertically on chart paper. Then have each group share its graph and total for each letter. Have students use the information on the chart to identify the letter that would be most missed