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6-8 Geometry and Measurement

# 6-8 Geometry and Measurement

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05/11/2014

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Geometry andMeasurement
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Measure and Map the Room …………………………………2
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Scale Drawings ………………………………………………….6
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Perimeter ………………………………………………………..10

Area ………………………………………………………………14

Exploring Angles ……………………………………………….20
Investigating Turns ……………………………………………26
Coordinate Graphs ……………………………………………..29
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Similarity and Ratio ……………………………………………32
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Circles …………………………………………………………….37Student Pages……………………………………………………..…..43

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Measure and Mapthe Room
Mathematical Focus
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Estimate measurements
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Select appropriate units of measurement
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Use techniques and tools accurately to determine measurementsIn this activity, students begin by creating their own tape measure.The process of creating the tape measure helps them form a mentalpicture of the size of a unit. Students use their mental picture of aunit as well as other strategies to visually estimate the height orlength of different objects and distances in the room. They then checktheir estimates with the tape measure. To conclude, students create atop-view sketch of the room and record the measurements of differentobjects in the room on their sketches.
Preparation and Materials
Before the session, gather the following materials:
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Ruler
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Tape
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two-inch wide strips of paper (more than enough to create a six-foot long tape)Before beginning this activity, ask students whether they usually usethe English or the metric system of measurement in school (inchesand feet or centimeters and meters). This activity is written using theEnglish system, but can be changed to use the metric system if appropriate. Activity 2 builds on the work that students do in this activity. Savethe top-view sketch of the room that students create for use in Activity2. Also save students’ tape measures for use in future activities.

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Construct a Measuring Tape
1. Use strips of paper to make a tape measure.
Give students a ruler, some tape, and the two-inch strips of paper.Challenge them to create a six-foot measuring tape that shows one-quarter-inch increments. As students begin the challenge, askquestions such as:

Can you show me with your hands about how long a foot is?

How many strips of paper will you need to make a six-foot tape measure?
(Students should see that they need to beginby determining the length of each individual strip.)

Will

you tape the strips end-to-end, or will there be a bit of  overlap where you tape them together?
2. Review common measurement benchmarks.
Review with students common measurement benchmarks, such as
12 inches = 1

foot
and
36 inches = 3 feet = 1 yard
. Have students markthe larger units of measurement on their tape measure.
3. Estimate the length of objects in the room and thenfind the actual measurement using tape measure.
Create a three-column chart similar to the one pictured below. Havestudents pick five or six objects from around the room to measure.List those objects on the chart. Ask students to estimate the length of each object and record their estimate on the chart. Have them checktheir estimate by measuring the object and then record the actualmeasurement on the chart.