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Re: perspective for 5th grade, thinking or not taught?


From: Aaron Hopkins (hopkiaar_at_TeacherArtExchange)
Date: Tue Feb 11 2003 - 06:11:58 PST

i'm wondering how effective the ruler strategy will be with
"simplifying" the marks. the problem i forsee is that students will be
used to using a simple ruler and be presented in a test with a different
ruler and be confused...what do you think?

>>> 02/09/03 11:08AM >>>
We recently had an inservice where we were taught how to analyze our
(we're abit behind times). We knew that our scores weren't what we
but didn't know what we needed to do to improve them. The lady that
to us spoke about rulers. It was interesting as she told us that when
have students bring in thier own rulers that this can confuse the
because they don't all start at the same spot. The next variable is
there are so many lines that many students get frustrated. So, we made
laminated rulers out of tagboard (mine are all 18" long). For my
students they are only marked off at every 1/2". For 3rd - 6th we have
marked at every 1/4". Since the state doesn't test any smaller than
this we
are focusing on what they need to know. I have found using rulers SO
easier since I began using them! Our hope is that if they have a solid
foundation with these then they will be able to understand when we add
a few
more lines.
K-12 Art Teacher

> What Pattiy said about not knowing basic skill, like how to use a
> and read a thermometer, struck a cord with me. I know my students
> been introduced, even drilled on how to use a ruler in math and how
> read a thermometer in science, but they do not get the connection
> these are skills to be used outside of these classes. My students
> to compartmentalize all their learning, the door shuts on their mind
> those skills that they most relate to one subject or they learned in
> room. I feel I am in a constant struggle for them to see the whole
> their experiences. Could this also be in part an age related problem
> complete lack of thinking skill experience?
> Ellen Silverman