Lesson video

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Hello everyone.

And welcome to math with Ms. Dobrowolski In today's lesson, we're going to learn all about measuring distance.

So let's have a look at today's lesson agenda.

First, we'll look at finding the difference on a number line.

Then, you'll be measuring distance and this really fun activity I have planned for you.

Then you'll have an independent task and finally, you'll be ready for your final quiz.

For this lesson you will need a pencil, a notebook, and a ruler that has centimetres.

So if you don't have these items, pause the video now and go get them.

Super! So let's get started.

First, we're going to look at finding the difference in order to find the difference on a number line, you need to draw the jumps between the circled numbers.

So for example, for number one, I wanted to find the difference between two and eight.

So I drew the jumps one, two, three, four, five, six.

I drew six jumps.

The difference between two and eight is six.

Your turn, complete the rest of the activity, and then resume the video When you're ready to go over the answers.

Super! Let's go over the answers together.

So for number two, you wanted to find the difference between three and nine.

And again, you should have drawn six jumps because the difference between three and nine is six.

For number three, the difference between eight and 14, you also would have drawn six jumps because the difference between eight and 14 is six and last but not least, you wanted to find the difference between 14 and 20.

So again, you would have drawn six jumps because the difference between 14 and 20 is six.

So what did you notice? You should have noticed that every single time we drew six jumps, because the difference between all of these numbers was six.

There's lots of other numbers that can fit the pattern.

For example, the difference between zero and six is six.

The difference between six and 12 is six and so on and so forth.

I'm sure you thought of a million other combinations of numbers that would have worked.

So, what I'd like for us to do now is to measure distance.

And in order to measure distance, we're going to have to complete a bit of an activity, which I'll show you.

First, what I'd like for you to do is in your notebook, I want you to draw this table.

For example, I've just simply done mine like this.

So you have item A, B and C, and then the distance from the start line.

It's really important that when we complete our activity, we're writing down all of the data that we're collecting.

We're going to be a bit like scientists today.

So once you've drawn this, you can resume the video.

And now I'm going to show you exactly what to do.


So for today's activity, it's really important that you ask an adult for permission and to help you get the items that you need.

You'll need a couple of things.

You'll need your ruler, something to mark your starting line.

So I'm using my book on the floor.

And that's going to mark my starting line right here.

Now I also need some small items. I'm using three small pieces of macaroni, but you can use any three small items that you have in your home.

As long as you have three small items, I also have my chart where I'm going to collect my data and write it down.

So, for this activity, you're going to have to flick some items around so you can measure the distance from the starting line.

Make sure you have some space around you.

Now, when you flick, please make sure you're not flicking super hard because you don't want your items to go everywhere.

You just want them to be a bit further from the starting line.

So let's get started.

Macaroni one is that the starting line so I give it a little flick and now I'm going to measure.

So I'm going to take my ruler, make sure I'm using centimetres.

And from the starting line to the macaroni, I'm just going to do to the beginning of the macaroni is 13 centimetres.

So that's item A and then going to write 13 centimetres, just like that.

Now I have to flick my second piece of macaroni, item B Woop oh that one didn't go very far at all.

But again, we start from, we measure from the starting line to the macaroni and that only went that's about seven centimetres.

So again, I write seven centimetres on my chart and last but not least remember the macaroni is always at the starting line, give it a light flick.

Oh, that one didn't go very far at all either.

And we measure from the starting line.

That's why I have this book here so I always know where my starting line is.

And that is approximately 10 centimetres away.

I filled in my chart and now I'm ready for my independent task.

Great job, everyone.

That was a really fun activity.

I hope we didn't make too much of a mess anywhere.

So, for your independent task, you are going to need to use the data that you've collected.

So hopefully you wrote down each time how far away your item was from the start line because you need that information now to answer the questions.

So for example, in number one, it's asking me, what is the approximate distance between A and B? So I go to my chart and I look and I think to myself, ah, okay, A, was four centimetres away and B was five centimetres away.

What was the difference between four and five? Hmm, oh, I would jump one on the number line.

So the distance between A and B is approximately one centimetre.

And that's how I would fill that in.

So your turn.

Read the questions.

Use the data that you've collected to answer them.

And then when you're ready, you can resume the video.

Good luck.

Super job everyone.

Now I know because a lot of you completed this activity separately, you'll get very different answers.

So if you'd like to, you can ask your parents or carer to share your work on Instagram, Facebook, or Twitter, tagging at Oak National and #LearnwithOak.

I'd be really curious to see what answers you have.

As always, don't forget to complete the final quiz.

I really hope you enjoyed this lesson and I hope to see you for future ones, bye!.