Jumping Practice

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Purpose

This is a level 3 number activity from the Figure It Out series. It relates to Stage 6 of the Number Framework.
A PDF of the student activity is included.

Achievement Objectives
NA3-3: Know counting sequences for whole numbers.
Student Activity

  

Click on the image to enlarge it. Click again to close. Download PDF (887 KB)

Specific Learning Outcomes

estimate the place of a number on a number line

convert between length measurement units

Required Resource Materials
A metre ruler

A different coloured paper clip or counter for each player

A dice labelled 1/2m, 1/4m, 300mm, 100mm, 35cm, 0.15m

FIO, Level 3, Number, Book 3, Jumping Practice, pages 16-17

A classmate

Activity

In this activity, students add 3- and 4-digit numbers, add whole numbers and decimal numbers, read and draw number lines, and multiply and divide by 10, 100, 1 000, and so on.
In question 1, the students are asked to estimate. Estimation is about closeness, and the student responses should not be marked wrong unless they are too far from the actual answer. The more practice we give students in estimating, the closer their estimates will become. Many students believe that a correct estimate is the same as the actual answer, and they don’t like having incorrect answers, so they measure and then make the estimate the same as the measurement. Students need to be encouraged to take a few risks in their learning. Estimation is a safe way of taking a risk because the estimated answer does not need to be exact.
If the students have not been introduced to rounding, this may be an appropriate time to do it because rounding can assist with estimation. The general rule is that 5, 6, 7, 8, and 9 round up and 1, 2, 3, and 4 round down.
The estimation in this activity differs from other, more common, estimation in that it’s not estimating the answer to an operation. It’s an estimated reading from a number line that does not have enough information on it to give an accurate reading. The students will probably base their estimates on how far along each section they estimate a particular mark to be. They will also need to use strategies such as tidy numbers to make estimates of jumps that fall either side of a marked number. The
students could check their estimates by adding them together to see if the total of their estimates is close to the total of the jump.
To help the students convert millimetres to centimetres and metres, revise the place value chart by having the students put the units on a chart like the one below.
table.
Make sure the students realise that the numbers move to the left when multiplied by 10 and move to the right when divided by 10. Note that the decimal point does not move.
In question 2, the students complete a chart, using their estimated distances from question 1, and then add those distances to find the total distances. The chart is labelled Distances in centimetres, and the students need to use the correct form of measurement (that is, centimetres) in the table to make a valid comparison.

Game

When the dice is thrown, the students will need to be able to convert the dice number to the correct millimetre number so that it can be recorded on the playing board. This conversion should be a mental activity in which the students multiply and divide by multiples of 10.

Further discussion and investigation

On the place value chart, 1 centimetre is one-hundredth of a metre, which means that a centimetre unit needs to be placed in the hundredths column. In New Zealand, we don’t usually use decimetres (dm) for 10 centimetres. Discuss with the students whether it would be helpful to use this measurement so that we could have names for each place value column.

Answers to Activity

1. a. Estimates will vary, but they should be close to those given below.
i. Vaitoa:
hop = 1 800 mm
step = 2 400 mm
jump = 3 300 mm
ii. Hira:
hop = 1 500 mm
step = 2 250 mm
jump = 3 250 mm
iii. Grant:
hop = 1 600 mm
step = 2 400 mm
jump = 3 800 mm
b. Discussion will vary. There are 10 mm in a cm, so each mm distance can be divided by 10 to get cm (for example, 1 500 mm ÷ 10 = 150 cm).
2. a.
answers.

b. Discussion will vary. Sheena needs to improve on her hop and jump to beat Vaitoa.  She is already better than Hira overall, but Hira’s jump is better than hers. Grant’s jump is about 65 cm more than Sheena’s, which is a lot to make up, so she may also need to improve on her hop and step if she wants to have an overall distance of more than 780 cm.
Game
A game for practising converting units of measurement.

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Level Three