The following activities are obtained from the Howard County
Public School System.
Activity 1:
In PE, Zack and his friends had to measure their heights.
They each used a different measurement tool, and then recorded
their heights in the chart below.
Student |
Zack |
Duncan |
Cameron |
Height |
1 yard |
3 1/2feet |
34 inches |
Order the three boys by height, writing their names from tallest to shortest.
Explain how you figured out which boy was the tallest of the three.
A fourth student, Ryan, measured himself using a meter stick, and he found that he was exactly one meter tall. If a meter measures approximately 39 inches, how does Ryan's height compare to the heights of the other three boys? Tell how Ryan compares in height to Zack, Duncan, and Cameron. Then, use what you know about yards, feet, inches, and meters to explain your thinking.
Activity 2:Show on a number line the amount of time Jack and Abby each
stayed underwater.
How much longer could Abby stay underwater than Jack?
Coach Foster told the kids that he was a champion swimmer, and he used to train himself to hold his breath. The longest he was ever able to hold his breath was three minutes. How much longer would Abby have to hold her breath underwater to match Coach Foster's time? Explain your thinking using words, numbers, and/or symbols.
Activity 3:
Brandon and Kelly are training to run in a 5-kilometer race next
month. Each morning, Brandon runs a route through the
neighborhood park while Kelly runs on the racetrack at the high
school.
Explain how you know which person ran a longer distance.
On Wednesday, Kelly was able to run 9 laps, while Brandon ran 3
kilometers. How much further did Kelly run than Brandon on
Wednesday?
On Friday, Kelly ran a certain number of laps, and Brandon ran a
certain number of kilometers. They ended up running the same
distance as each other. How far could each of them have run?
Activity 4:
Tyler has been saving up for a new video game that costs
$60. He earned $28.75 over the past two weeks by mowing
lawns, and his grandmother sent him $25 for his birthday.Â
He knew he didn't have enough for the video game, so he decided to
take the twenty half-dollar coins he had in his coin collection.
Tyler didn't figure out the exact amount of money he had, but he
knew that his total was more than enough to purchase the video
game.Â Explain how could Tyler have known that he had enough
money without figuring out the exact amount he had.
When Tyler went to the store to buy the game, he discovered that
the game cost $60, but the sales tax was an additional
$7.20. With the added sales tax, he didn't have enough money
after all. How much more money does Tyler need to be able to
buy the game?
The Iditarod & Math
Grade 4 / Math / Tech Integration
CCSS: Math.4.MD.A.2
Lesson Objective
Calculate elapsed time and distance using real-time data
Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations.