Big or Small: Measure It All

Video Supplements: Land
I Want a Doughnut!

Overview
The students use directions to list all of the possible ways to go from one point to another.

Outcome
Students will use problem-solving skills to identify paths on a grid and compare the lengths of different paths.

Standards Addressed — Mathematics

Grade 5
Measurement Units, Benchmark E
02. Identify paths between points on a grid or coordinate plane and compare the lengths of the paths; e.g., shortest path, paths of equal length.

Materials

I Want a Doughnut student handout

Procedure

Divide students into pairs.
Introduce the concept of traveling different routes. You might have students who live near each other explain different ways that they might take to get to school.
Go over the scenario that follows:

Jane just earned some money helping her mom do yard work. She is so hungry! Jane got on her bike and left her house to get a doughnut from the bakery. As soon as she left, her mother discovered that Jane forgot the key to get back into the house. Her mother decided to drive to the store and give her the key. But which way should she go?

Hand out the lesson’s handout and explain that the students must use only the roads (represented by squares) and that the distance between two roads is a block.
Each route must be unique.
This could also be done as a contest, with the winner being the pair of students who have determined the most routes.

Evaluation

Category	4	3	2	1
Strategy / Procedures	Student typically uses an efficient and effective strategy to solve the problem(s).	Student typically uses an effective strategy to solve the problem(s).	Student sometimes uses an effective strategy to solve the problems, but does not do it consistently.	Student rarely uses an effective strategy to solve the problems.
Teamwork	Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.	Student was an engaged partner but had trouble listening to others and/or working cooperatively.	Student cooperated with others but needed prompting to stay on task.	Student did not work effectively with others.
Mathematical Concepts	Student shows complete understanding of the mathematical concepts used to solve the problem(s).	Student shows substantial understanding of the mathematical concepts used to solve the problem(s).	Student shows some understanding of the mathematical concepts needed to solve the problem(s).	Student shows very limited understanding of the underlying concepts needed to solve the problem(s), or did not complete the assignment.