# Lesson 6

Midamos con clips

## Warm-up: Exploración de estimación: Longitud del escritorio (10 minutes)

### Narrative

The purpose of an Estimation Exploration is to practice the skill of estimating a reasonable answer based on experience and known information.

### Launch

• Groups of 2
• Display the image.
• “¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high?” “Too low?” “About right?”
• 1 minute: quiet think time

### Activity

• “Discutan con su pareja cómo pensaron” // “Discuss your thinking with your partner.”
• 1 minute: partner discussion
• Record responses.

### Student Facing

¿Qué tan largo es el escritorio? Anota una estimación que sea:
muy baja razonable muy alta
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### Activity Synthesis

• “¿Cómo saben que 15 es una estimación muy baja?” // “How do you know that 15 is an estimate that is too low?” (If we add two more towers of 5, it still won't reach the end of the desk.)

## Activity 1: Midamos con clips (10 minutes)

### Narrative

The purpose of this activity is for students to measure length by physically lining up length units that do not connect. Students discuss how measuring with paper clips is the same and different as measuring with connecting cube towers.

MLR8 Discussion Supports. Display sentence frames to support whole-class discussion comparing measuring with connecting cubes and paper clips: “_____ y _____ se parecen porque . . .” // “_____ and _____ are the same/alike because . . .”, “_____ y _____ son diferentes porque . . .” // “_____ and _____ are different because . . . .”

### Required Materials

Materials to Gather

Materials to Copy

• Measure with Paper Clips

### Required Preparation

• Each group of 2 needs about 30 1-inch paper clips.

### Launch

• Groups of 2
• Give each student a copy of the blackline master and a handful of 1-inch paper clips.

### Activity

• “Hemos medido longitudes con cubos encajables. Ahora vamos a usar un objeto diferente para medir. Midan la longitud de este rectángulo usando clips. Cuando cada uno haya medido, comparen con su pareja cómo pensaron” // “We have been measuring length with connecting cubes. Now we are going to use a different object to measure. Measure the length of this rectangle using paper clips. When each partner has measured, compare your thinking with your partner.”
• 4 minutes: partner work time
• Monitor for a student who measures without gaps or overlaps.

### Student Response

If both partners agree on a measurement other than 9 paper clips, have them compare their thinking with another group and consider asking:

• “¿Por qué crees que tu número de clips es diferente?” // “Why do you think your number of paper clips is different?”
• “¿En qué es diferente la forma en que usaste los clips para medir?” // “What is different about the way you used the paper clips to measure?”

### Activity Synthesis

• Invite previously identified students to share.
• “¿En qué se parece medir con clips a medir con cubos encajables? ¿En qué es diferente?” // “How is measuring with paper clips the same and different as measuring with connecting cubes?” (Paper clips don’t connect. You need to be careful about laying paper clips down, they move easily. You still start at one endpoint and end at the other endpoint.)

## Activity 2: Midamos nuestro libro de trabajo (10 minutes)

### Narrative

The purpose of this activity is for students to analyze representations of length measurements. Students determine that two of the measurements are inaccurate because there are gaps between length units or some length units overlap. Students identify that in order to measure accurately, they need to lay the length units directly next to each other, touching, but not overlapping (MP6).

• Groups of 2

### Activity

• 5 minutes: partner work time
• Monitor for students who disagree with Andre’s and Clare’s measurement and can explain why they are inaccurate.

### Student Facing

Marca si estás de acuerdo o en desacuerdo con cada estudiante.

Explica por qué estás de acuerdo o en desacuerdo.

1. Andre dice que su libro de trabajo mide 5 clips de largo.

De acuerdo

En desacuerdo

Yo estoy _______________ porque _________________________________

2. Tyler dice que el libro de trabajo mide 7 clips de largo.

De acuerdo

En desacuerdo

Yo estoy _______________ porque _________________________________

3. Clare dice que el libro de trabajo mide 8 clips de largo.

De acuerdo

En desacuerdo

Yo estoy _______________ porque _________________________________

### Activity Synthesis

• “¿Qué consejos les darían a Andre y a Clare la próxima vez que ellos midan?” // “What advice would you give Andre and Clare the next time they measure?” (Place each paper clip end to end. Make sure they do not overlap and that there are no gaps between them.)

## Activity 3: Midamos cintas (20 minutes)

### Narrative

The purpose of this activity is for students to measure the length of tape strips using paper clips as the length unit. Students apply what they have learned in the previous two activities to measure accurately.

Set up tape strips of the designated lengths around the classroom, labeled with letters (A-F). Assign each group a tape to start with and then have them rotate to a new tape, as time allows.

Representation: Internalize Comprehension. Synthesis: Invite students to identify which details were most important in accurately measuring the strips of tape. Display the sentence frame, “La próxima vez que mida un objeto, prestaré atención a . . . ” // “The next time I measure an object, I will pay attention to . . . ”
Supports accessibility for: Memory, Attention

### Required Materials

Materials to Gather

### Required Preparation

• Put strips of tape of the designated lengths on the floor. Label each strip. There should be one strip of tape per group.
• Tape A: 18 inches
• Tape B: 16 inches
• Tape C: 12 inches
• Tape D: 20 inches
• Tape E: 22 inches
• Tape F: 25 inches

### Launch

• Groups of 2–4
• Give each group paper clips.

### Activity

• “Hay cintas alrededor del salón. Con su pareja, midan la longitud de cada cinta usando clips. Completen cada afirmación con el número de clips que hace que sea verdadera” // “There are strips of tape around the classroom. Work with your partner to measure the length of each strip using paper clips. Complete each statement with the number of paper clips that make it true.”
• 10 minutes: partner work
• Monitor for groups who measure Tape C without gaps or overlaps.

### Student Facing

Usa clips para medir cada cinta.

1. La longitud de la cinta A es _________ clips.
2. La longitud de la cinta B es _________ clips.
3. La longitud de la cinta C es _________ clips.
4. La longitud de la cinta D es _________ clips.
5. La longitud de la cinta E es _________ clips.
6. La longitud de la cinta F es _________ clips.

### Student Response

If students find measurements other than the precise measurement for each tape, consider asking:

• “¿Puedes mostrarme cómo usaste los clips para medir esta cinta?” // “Can you show me how you used the paper clips to measure this tape strip?”
• “¿Cómo usaste los consejos que les dimos a Andre y a Clare cuando estabas midiendo?” // “How did you use the advice we gave Andre and Clare when you were measuring?”

### Activity Synthesis

• Invite previously identified students to share.
• “¿Cómo saben que midieron la cinta C de manera precisa?” // “How do you know that you measured Tape C precisely?” (The paper clips had no gaps and no overlaps, the paper clips started at the beginning of the tape and went to the end of the tape.)
• “Los dos grupos se aseguraron de que no hubiera espacios ni sobreposiciones en sus clips. Los dos grupos dijeron que la cinta C mide 12 clips de largo” // “Both groups made sure there were no gaps or overlaps with their paper clips. Both groups said Tape C is 12 paper clips long.”

## Lesson Synthesis

### Lesson Synthesis

Display Tape C.

“Hoy medimos longitudes con clips. Acabamos de escuchar a dos grupos explicar cómo usaron sus clips para medir la cinta C. Priya también midió la cinta C y dice que mide 10 clips de largo. ¿Creen que lo que dice Priya es correcto? ¿Por qué sí o por qué no?” // “Today we measured length with paper clips. We just heard two groups explain how they used their paper clips to measure Tape C. Priya also measured Tape C and says it is 10 paper clips long. Do you think Priya can be correct? Why or why not?” (No. We measured Tape C and we all got a length of 12 paper clips. The line can’t be 12 paper clips long for us and 10 for her.)