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Nelson Education > School > Mathematics K-8 > Math Focus > Grade 3 > Student Centre > Web Quests > Chapter 10
 

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Chapter 10: Measurement: Time and Mass

Tracking the Growth of a Baby Cockatiel

INTRODUCTION

Keeping track of a baby’s growth after it is born helps you make sure it is healthy. Baby animals, like pet birds, should have their weight checked, too. A cockatiel is a type of small bird some people keep as pets. Baby cockatiels should gain weight every day, even if it’s just a few grams. When cockatiels become ready to fly at 4–5 weeks old, they lose some weight. Then they start to gain weight again.

 

THE TASK

Imagine that you have a baby cockatiel that was born on April 3. On April 12, the bird weighed 22 grams. On April 30, it weighed 91 grams. Then, on May 1, the bird flew for the first time. You want to know if the bird is growing properly.

 

THE PROCESS

  1. Find objects in the classroom that you estimate weigh about the same as the cockatiel did on April 12 and 30. Use a balance scale to measure the mass of the objects.
  2. Visit Baby Cockatiel Weight Gain and scroll to ”Age and Average Weight of Cockatiel Chicks in Grams” to find out how much the cockatiel should weigh at different ages.
  3. Use a calendar to figure out how old the bird was on April 12 and April 30. Use the information on the web site to figure out if the bird’s weight fits into the given ranges.
  4. If cockatiels usually fly for the first time around 4 or 5 weeks of age, did your bird start flying at a normal time? List two other things that take about this length of time.
  5. Make a calendar to show the cockatiel’s first month. Include all of the dates that you have information for.
  6. How old will the cockatiel be on June 21? Record your answer in weeks + days.

 

RESOURCES

Website:

Baby Cockatiel Weight Gain

Materials:
pencil
paper
calendar

 

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 mass

• chooses a workable and reasonable strategy to estimate mass

• chooses a familiar strategy to estimate mass, even though it might not be the most appropriate

• chooses a random or inappropriate strategy to estimate mass

Reasoning

• often draws insightful and logical conclusions and recognizes inappropriately drawn conclusions without prompting

• in many situations, draws logical conclusions and recognizes inappropriately drawn conclusions when prompted

• sometimes draws simple, logical conclusions and sometimes recognizes inappropriately drawn conclusions when prompted

• rarely draws conclusions from a mathematical situation and usually does not recognize inappropriately drawn conclusions

Problem Solving

• chooses efficient and effective strategies when applying mathematical knowledge and skills of estimating mass

 

• chooses efficient and effective strategies when applying mathematical knowledge and skills of time

 

• develops a thorough plan for solving the problem

• chooses an efficient and effective strategy: may demonstrate creativity and innovation in his or her approach

• chooses workable and reasonable strategies when applying mathematical knowledge and skills of estimating mass

 

• chooses workable and reasonable strategies when applying mathematical knowledge and skills of time

 

• develops a workable plan for solving the problem

• chooses an appropriate and workable strategy

• chooses partially appropriate and workable strategies when applying mathematical knowledge and skills of estimating mass

• chooses partially appropriate and workable strategies when applying mathematical knowledge and skills of time

• develops a basic plan for solving the problem

• chooses a simplistic and/or routine strategy

• chooses inappropriate and/or unworkable strategies when applying mathematical knowledge and skills of estimating mass

 

• chooses inappropriate and/or unworkable strategies when applying mathematical knowledge and skills of time

 

• develops a minimal and/or flawed plan for solving the problem

• chooses an inappropriate or unworkable strategy

Communication

• uses effective and specific mathematical language, symbols, and conventions to enhance communication

• uses appropriate and correct mathematical language, symbols, and conventions to support communication

• uses mathematical language, symbols, and conventions to partially support communication

• uses mathematical and nonmathematical language and conventions incorrectly and/or inconsistently that interfere with communication

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