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Level One > Geometry and Measurement

Trains

Keywords:
Achievement Objectives:

Achievement Objective: Order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units.

Specific Learning Outcomes: 

Compare two lengths (either directly or by calculation)

Devise and use problem solving strategies to explore situations mathematically

Description of mathematics: 

This is an opportunity for the students to compare lengths. It can be done by calculation if students know the "value" of the cuisenaire rods or by using the rods and comparing the lengths.

Required Resource Materials: 
Cuisenaire rods
Copymaster of the problem (English)
Copymaster of the problem (Māori)
Activity: 

Problem

Jason makes a train from a green rod, a yellow rod and a black rod.  Kim makes her train from a green rod, a black rod and a blue rod?  Who has the longest train?

Teaching Sequence

  1. Begin the lesson by forming trains with cuisenaire rods.  Show a train using 2 rods and ask the students to make a larger one. If the students have used the number values for the rods ask them to explain their working.
  2. Pose the problem.
  3. Brainstorm for ways to solve the problem (use equipment, addition).
  4. Let the students work on the problem in groups of 2-3. As they work ask questions that focus their thinking on measurement:
    Which is the longest train?
    How did you find that it?
    Can you think of another way that you could have found out which train was longer?
  5. Share solutions.

Extension to the problem

Find a train that is longer than Jason's but shorter than Kim's.

Solution

Kim's is longer (19 compared to 15, or a crimson rod longer)

Extension: Trains of length 16, 17 or 18.

AttachmentSize
Trains.pdf54.95 KB
TrainsMaori.pdf71.46 KB

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