Just for fun - a quick, eye-opening assessment for tools and measurement.
My table teams have jobs, as many of yours do. I asked for all 4 Engineers to go to the area where we keep the tools and bring me a tool that can measure length.
I did this with every grade from 2nd-5th. Invariably, the tool they picked first was the triple-beam balance. Then the graduated cylinder.
When I changed the question to bring me a tool that can measure "how long" something is, then I started to get rulers, meter sticks and measuring tapes. Obviously, they have not internalized what "length" means. This is something we will work on all year.
I continued this game for volume, temperature, mass, direction, time and tools that make things look bigger. I had them write the names of the tools for each measurement in their notebook and draw a picture of it. Then I added the tool to the word wall, along with what it measures.
The benefit was that both I and the classroom teacher knew immediately where we needed to start with measurement AND the children know where to find the tools.
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