Skip to main content

Classroom Maps Project

Because the integrated unit we are working on includes the use of maps, we used our metric measuring and conversion skills to create a map of our classroom (as I mentioned the other day). The most challenging aspect of this was choosing a scale, which ended up being 2cm  = 1 m, for most students. A few students decided on a different scale for their maps, which was fine....they made good choices.

Some of the students kept their maps simple, meeting the basic requirements, while others included a greater number of items from the room than they needed to.

Overall, I was pleased with the way that everything turned out - students did well with the initial measuring, converted correctly, and drew their maps correctly to scale (with some guidance....we did most of the work in the classroom to avoid confusion at home).

A few things I would change about the way we worked on this:

Initially, I did not tell them to measure in meters, but they ended up having to convert everything to meters because we needed the measurements to be in meters for the scale. So, on my task sheet, below, I added the instruction to measure in meters.

After students converted their measurements to meters, they had to multiply by 2 in order to find how many cm to actually draw on their maps.  I did not have a space for this, so their work ended up looking pretty messy! I added a new column for that on the task sheet for next year.

Now, I just have to grade all of the maps!

Click to download activity and grade sheet.


Popular posts from this blog

Memory Wheels - First Day, Last Day, and Any Day in Between!

This post has been moved to:

Math Class - First Day Activity

Rectangle of pentominoes Many 6th graders seem to have a pretty negative attitude about math, so I try to do something interesting to "grab" them during our first class. Last year, during the first math class, we spent part of the period working with pentominoes. Before working with the pentominoes, however, we played a name game so we could learn each others' names (I find it impossible to start anything else if I don't know some names, and fortunately, I learn them fairly quickly). rectangle outline For the activity, I divided the students into groups of 3 or 4. The directions for the activity were not complicated - the task was to make a rectangle, using all of the pentominoes. I gave students an outline of the rectangle, as pictured to the left, so they would know the correct size of the rectangle. The squares in the grid are each one inch. The rectangle is 5 squares (inches) wide and 13 inches long (13 inches includes the row that has the "Pent

How Much Math Homework??

I am very curious about math homework in middle school, from a teacher perspective:     How much math homework do you give?     What kind of homework do you give?     How do you go over it in class? Let me explain why I ask these questions. I have taught 6th grade math for eight years, and every year, my goal is to "perfect" the homework issue. My basic issue is that I feel that I spend too much time going over it (not necessarily every day, but often). In the past, we have reviewed homework in the following ways:    1. going over answers as a class    2. self-checking answers that are on the board and sharing any questions    3. partner-checking and then verifying    4. choosing only a few problems to check When I taught elementary school (for 12 years), I never seemed to have this problem....we had 60 minutes for class and I never struggled to fit everything in. But at middle school, we have 44 minutes (minus time to switch for classes), and I just haven't fo