Math Focus 3

# Dinosaurs in the Classroom

## INTRODUCTION

When we think of dinosaurs, we often think of very big creatures. But not all dinosaurs were huge. Many were about the same sizes as animals that we see today.

Imagine your class is going to build a life-sized model of a dinosaur along one of the walls in your classroom. An artist is going to come and help your class build the model out of recycled materials. You need to find out which dinosaurs you could build a life-sized model of that will fit along that wall.

## THE PROCESS

1. Choose an area close to a wall in your classroom where you would be able to build the dinosaur model.
2.  Visit Royal Saskatchewan Museum: Dinosaurs & Prehistoric Creatures Encyclopedia and click on the different dinosaurs. Choose three dinosaurs that you would like to build a model of, and record their names and how long they were.
3. Estimate how long the first dinosaur on your list was by marking two spots on the floor with masking tape. Then measure the length between the two spots to see how close your estimate was to the dinosaur’s length. If you need to, move one piece of masking tape to show the actual length.
4. Repeat the process for the second dinosaur on your list by estimating, then measuring the length. Change the position of your masking tape to show the actual length of the dinosaur.
5. Repeat the process for the third dinosaur on your list by estimating, then measuring. Change the position of your masking tape to show the actual length of the dinosaur.
6. Did you use metres, centimetres, or both for your measurements? Explain your choices.
7. Which of the dinosaurs would fit best along the wall of your classroom? Explain your choice.

Website:

Materials:

pencil
paper
metre stick

## ASSESSMENT

 Mathematical Processes Work meets standard of excellence Work meets standard of proficiency Work meets acceptable standard Work does not yet meet acceptable standard Mental Mathematics and Estimation • chooses an efficient and effective strategy to estimate a solution • chooses a workable and reasonable strategy to estimate a solution • chooses a familiar strategy to estimate a solution, even though it might not be the most appropriate • chooses an inappropriate strategy to estimate a solution Visualization • uses insightful visual representations that lead to an effective solution • uses meaningful visual representations that lead to a workable solution • uses simple visual representations that lead to a general solution • uses unclear visual representations that lead to an inaccurate solution Communication • provides a precise and insightful explanation of mathematical concepts and/or procedures • provides a clear and logical explanation of mathematical concepts and/or procedures • provides a partially clear explanation of mathematical concepts and/or procedures • provides a vague and/or inaccurate explanation of mathematical concepts and/or procedures