Bridges

Unit 1 Module 4 Session 4

Tuesday, October 3

Number Corner: Day 2

Materials:
Smart board blank page
1-liter bottle
water pitcher
quart container
resource card for liquid volume
measuring cup
tinted water
resource card for liter
resource card for milliliter
calendar collector

Time:

Procedure:
1. Begin by briefly introducing the word measure
a. Measure: a number that shows the size or amount of something
b. Write the word on the board and ask students to talk to the person
next to them about what they think the word means
c. Ask students to share out
d. What do we measure?
e. What does it look like to measure?
f. Who measures things and what do they measure?
g. Tell them the definition
2. Ask students of their experiences measuring in second grade
3. This year, we will be learning about measuring liquid volume
a. Display word resource card and ask if anyone knows the meaning of
this term
b. It is a measure of how much liquid there is in a container of any size
c. What units or tools do people use to measure liquid volume?
d. Write quart and gallon on the board (or just say them out loud) and
see if anyone has seen these before. Where? In relation to what?
4. Talk about how in the United States, we use we measure liquid volume in
cups, quarts, and gallons. However, in other parts of the world and in science
labs liquid volume is measured in metric units.
a. Does anyone know what the metric unit for this is called? Liters
5. Place a 1-liter bottle next to the quart carton and have students make
observations about the sizes.
a. Ask students which container they think will hold more water
b. Pour tinted water from the quart into the 1-liter bottle and ask them
to reevaluate their thinking
6. Each day this month, the students will be collecting colored water
a. Pour the colored water out of the 1-liter bottle and into the pitcher
b. Fill the smaller of the two measuring cups from the NC Kit and then
carefully fill it with the colored water up to the 250mL mark
c. Ask students to predict how much this measuring cup will fill the 1-
liter bottle
d. Pour the water into the 1-liter bottle and mark the masking tape to
show where it filled to
e. How many cups do you think it will take to fill the whole bottle?
f. Continue to fill and pour into the 1-liter bottle and marking it until the
bottle is full
g. How many times did we fill the bottle? So this must mean what?
i. Each cupful of water is a liter
h. Have students share their thinking
7. Talk to students about how there is a much smaller metric unit to measure
liquid volume called milliliters and that is why each measuring cup was of
a liter
a. It takes 1000 milliliters to make 1-liter consider how tiny that is!
b. A regular teaspoon at home holds about 5mL
c. Each cupful we used to fill the bottle was 250mL
d. Work to decide that 4*250=1000
e. 250+250+250+250=1000
8. Pour all of the water out of the 1-liter bottle back into the pitcher and
explain that the class will collect 250mL or of a liter everyday that they
are in school
9. Have two students update the collection for today each student will pour
250mL into the measuring cup from the pitcher and and then pour it into the
1-liter bottle
a. How much water have we collected so far?
 10. Explain that the two students will be responsible for collecting the water
for us every day

Unit 1 Module 4 Session 4:

1. Have students work on SB page 27-28
2. Tell students that today we will be working on developing, using and sharing
strategies for double-digit subtraction just like they did with addition
3. Ask students if anyone can point out how the Target One Hundred game
involved subtraction
4. Have students pull out their math journals
5. Introduce the first problem on the Subtraction Story Problems TM
a. Have students write the date and title on a fresh piece of paper in
their math journals
b. Display the first problem, keep the second problem covered
c. Read the problem out loud and write the equation 53-38=c to
represent the situation
6. Give students time to solve the problem in their journals with a partner
7. Decide which students should share (hitting on several different strategies
to show to the class)
8. Record strategies while groups share with the whole class (can record on the
smart board instead of chart paper)
a. Remind students to listen first to understand and then to be
understood one of our habits
9. Why did students get the same answer even though they added as when
students subtracted?
10. Repeat with the second story problem, but have students solve on their own
the second time
a. 72-49=s or 49+s=72
11. Ask students to share/compare their work with the person next to them
12. Ask students to share their work again
13. Thumbs up/thumbs down based on if they are comfortable with at least one
subtraction strategy
a. Two
b. Three or more
14. Clean up journals and write the possible work stations on the board and allow
students to choose a partner today for work stations
15. Assign HC 17-18