M e a su r i n g
Length
Measuring Length
To Grandmother’s
House We Go
To
Grandmother’s
House We Go
Children practice measuring distances as
Little Red Riding Hood follows different
paths to get to Grandma’s house.
Materials
Shoe Box Learning Centers: Time & Measurement © 2012 by Pamela Chanko, Scholastic Teaching Resources
•
•
•
•
•
•
•
•
shoe box
box label
student directions
scissors
glue
story map (page 48)
story cards (page 49)
counters (such as dried beans or
small math cubes)
• resealable plastic bags
• paper
• pencils
Shoe Box Setup
C
opy the story map and story cards.
Place counters in the resealable bags.
Place the story maps, story cards, counters,
paper, and pencils in the shoe box. Glue
the label to one end of the box and the
student directions to the inside of the lid.
F
or a greater challenge, create
more complex paths for
students to take. You can write
your own stories on index cards, including
more stops on Little Red Riding Hood’s
path. You might also like to create stories
for her return trip!
Directions
1
Choose a story card.
2
Follow the story to make a path
from Little Red Riding Hood’s house
to Grandma’s house. Use counters to
show the path.
3
How many counters did you use?
Write the story card number and
the number of counters on a sheet
of paper.
4
Choose a new story card. Find out
how many counters long the new
path is. Which path is shorter?
47
48
Shoe Box Learning Centers: Time & Measurement © 2012 by Pamela Chanko, Scholastic Teaching Resources
To Grandmother’s House We Go
To Grandmother’s House We Go
Clue Card 1
Little Red Riding Hood left her
house. She stopped to pick
some flowers. She stopped to
feed the birds. Then she went to
Grandma’s.
Shoe Box Learning Centers: Time & Measurement © 2012 by Pamela Chanko, Scholastic Teaching Resources
Clue Card 2
Little Red Riding Hood left her
house. She stopped to feed the
birds. Oops! Little Red forgot
her lunch. She went back home
to get it. Then she went to
Grandma’s.
Clue Card 3
Little Red Riding Hood left her
house. She stopped to say,
“hello” to the deer. She also
stopped to feed the squirrels.
Then she went to Grandma’s.
Clue Card 4
Little Red Riding Hood left her
house. She stopped to pat the
bunny. She also walked over
a bridge. Then she went to
Grandma’s.
Clue Card 5
Little Red Riding Hood left her
house. She stopped in two
places to pick some flowers.
Then she went to Grandma’s.
Clue Card 6
Little Red Riding Hood left her
house. She walked over a
bridge. She also stopped to
feed the squirrels. Then she went
to Grandma’s.
49
Setting Up Shoe Box Learning Centers
T
his book is divided into two sections of 15 centers each: Time (pages 9–43)
and Measurement (pages 44–78). The easy-to-follow organization allows
you to choose the activities you want to use and set them up in a snap. For each
center, you’ll find:
• T
itle and Directions: The title becomes the shoe box label. Simply copy it
onto colored paper or have children decorate it. Glue the label to one end of
the box for easy storage and retrieval. Glue a copy of the student directions to
the inside of the box lid.
Measuri
n
V o lu me g
Three Bea
Their Bow rs Fill
ls
• T
ips: These ideas include activity
5
Repeat with
a new foo
d.
variations and extensions as well as
helpful hints for making the most of
children’s learning experiences.
Resources
Resources
Teaching
Teaching
Scholastic
Scholastic
a Chanko,
a Chanko,
2012 by Pamel
2012 by Pamel
rement ©
rement ©
& Measu
• R
eproducible Pages: The
reproducible pages (record sheets,
patterns, game boards, awards,
mini-books, and more) for each
center immediately follow the
Directions page, making them easy
to locate and allowing you to see the
whole shoe box setup at a glance.
X
X
make comparisons/
estimates
X
use tools to measure
X
use repetition of
single unit
use multiple copies
of units
compare/order objects
recognize time
recognize area
select appropriate unit/
tool
X
use nonstandard/
standard units
To Grandmother’s House We Go
recognize weight
Shoe Box
Learning
Center
recognize volume
Math Skills Matrix
recognize length
Shoe Box Learning Centers: Time & Measurement © 2012 by Pamela Chanko, Scholastic Teaching Resources
& Measu
Shoe Box
72
4
Centers: Time
T
o build coun
ting and
addition
skills, have
calculate
children
how
each food
all together many spoonfuls of
fill the three
Or challeng
e children
bowls.
find out if
to guess and
a specified
then
number of
of a food
(such as the
spoonfuls
dried bean
all three
bowls.
s) will fill
Learning
Shoe Box
Setup
B
efore copy
ing
a food, such the record sheet,
write in
as O-shaped
students will
cereal,
measure.
for each food
Make a reco that
rd
out enough that you include. Mea sheet
of
sure
bowls. Inclu each food to fill all
three
de a little
extra of each
each food
in a plast
. Place
ic bag and
record shee
seal. Plac
ts, bowls,
e
food bags
and penc
, teaspoons
ils in the
shoe box.
,
to one end
Glue the
of the box
and the stude label
directions
to the insid
e of the lid. nt
Directions
Place the
bowls in
front of
you.
2 Take a rec
ord sheet.
Select a
bag of foo
d.
3 Look at the
food. Gue
ss
how man
y
teaspoons
of
this food
will
fill Little
Bear’s
bowl. Wri
te
number on that
your
record she
et. Do the
Bear’s and
same for
Mama
Papa Bea
r’s bowl.
Measure
to see how
of the foo
many tea
spo
d
Write thes will fit in each bow ons
e number
l.
s on your
record she
et.
Centers: Time
1
Learning
• shoebox
• boxlabe
l
• student
directions
• scissors
• glue
• records
heet(page7
3)
• threebow
ls(small,med
• cereal(su
ium,andlarge
cha
)
uncookedrice sO-shapedrings)
,
,uncookedelb
• resealab
ownoodles
leplasticba
gs
• teaspoon
s
• pencils
ng Volu
me
Three Be
Fill Their ars
Bowls
Materials
• S
hoe Box Setup: Here you’ll find
simple directions for assembling each
center. In most cases, all you’ll need
to do is gather materials and make
copies of the reproducibles.
Mea suri
Children
investiga
te volume
much of diffe
by seeing
rent food
how
three bear
s will fill
each of the
s’ bowls.
for each center. Simply gather the materials and place them
in the box.
Shoe Box
• M
aterials: Check here to find out which items you’ll need
X
5