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Alignments to Content Standards:2.MD.D.9
Student View
Task
Hand span is a measure of distance from the tip of the thumb to the tip of the little finger with the hand fully extended.
- Each student places his or her dominant hand on the edge of a piece of paper with the hand fully extended.
- The student should make a mark at the tip of the thumb and the tip of the little finger. The distance between marks is the length of the hand span.
- The student should measure his or her hand span with a centimeter ruler and round the measurement to the nearest whole centimeter.
- Each student should record his or her measurement on a piece of paper.
The teacher can ask each student for his or her measurement and record the data using a line plot with a horizontal scale marked off in whole centimeters. Alternatively, the teacher can set up the line plot and ask each student to come record his or her own hand span, showing the students how by recording the teacher's hand span.
Students should comment about patterns they observe the line plot and write or discuss the answers to these two questions:
What are the largest and smallest spans? What is the difference between the largest and smallest spans?
Use words to describe the shape of the data set. Does it appear taller in the center like a mountain? Are there peaks in more than one place? Is the shape of the data flat like a table top? Are there gaps? Are some hand spans much bigger or smaller than the others?
IM Commentary
The size of the hand makes a difference in some sports that involve throwing or catching and some activities such as playing the piano. Hand span is a measure that has been used for many years.
By placing the hand on the edge of a piece of paper and marking the tips of the thumb and little finger, the student can measure a straight line. This is a better method than placing the hand directly on the ruler. Discuss rounding conventions. This could be used as a class activity, or students could gather and plot data on separate line plots from different age groups.
Submitted by Miriam L. Clifford for Illustrative Mathematics Task Writing Contest Jan 17 - Jan 30, 2012
Solution
Students from ages 6 – 12 usually have a span in the range of 15 to 20 cm, with an average of about 17 cm. The teacher or students should record class data by placing an X above the appropriate number on the horizontal scale for each hand span that is measured. Or, provide a square post-it note to each student. Each student records his or her hand span on the note and posts it directly above the appropriate number on the horizontal line plot. The scale on the graph should match the size of the post-it notes. Post-it notes should be placed edge-to-edge and should not overlap.
Here is data from Jackie Giacalone's 2nd grade classes at Waukesha STEM Academy – Randall Campus in Waukesha, WI:
The difference between the largest and smallest measures is the range. This number is helpful in describing the “spread” of the data.
Encourage students to think of the data as a collection of points that form a shape or picture. They should use their own words to describe the shape and any interesting features of the data set.
Hand Span Measures
Hand span is a measure of distance from the tip of the thumb to the tip of the little finger with the hand fully extended.
- Each student places his or her dominant hand on the edge of a piece of paper with the hand fully extended.
- The student should make a mark at the tip of the thumb and the tip of the little finger. The distance between marks is the length of the hand span.
- The student should measure his or her hand span with a centimeter ruler and round the measurement to the nearest whole centimeter.
- Each student should record his or her measurement on a piece of paper.
The teacher can ask each student for his or her measurement and record the data using a line plot with a horizontal scale marked off in whole centimeters. Alternatively, the teacher can set up the line plot and ask each student to come record his or her own hand span, showing the students how by recording the teacher's hand span.
Students should comment about patterns they observe the line plot and write or discuss the answers to these two questions:
What are the largest and smallest spans? What is the difference between the largest and smallest spans?
Use words to describe the shape of the data set. Does it appear taller in the center like a mountain? Are there peaks in more than one place? Is the shape of the data flat like a table top? Are there gaps? Are some hand spans much bigger or smaller than the others?
As an enthusiast with a demonstrable understanding of educational standards and measurement concepts, I've extensively studied and engaged with topics related to mathematics education, particularly in the context of elementary school curricula. My background includes a solid grasp of the Grade 2 Domain "Measurement and Data," with a focus on the cluster "Represent and interpret data." This expertise is bolstered by my in-depth knowledge of the specific standard 2.MD.D.9, which involves generating measurement data through the measurement of lengths and the creation of line plots.
The provided article revolves around a task named "Hand Span Measures," aligning with the mentioned standard. This task aims to develop students' skills in measuring lengths, recording data, and interpreting the collected information through the use of line plots. Hand span, defined as the distance from the tip of the thumb to the tip of the little finger with the hand fully extended, serves as the key measurement in this activity.
The task involves practical steps for students, such as placing their dominant hand on a piece of paper, making marks at the tips of the thumb and little finger, measuring the hand span using a centimeter ruler, and rounding the measurement to the nearest whole centimeter. The data collected from these measurements is then recorded on a piece of paper, and teachers can use this information to create a line plot with a horizontal scale marked off in whole centimeters.
The line plot becomes a visual representation of the collected hand span measurements. Students are encouraged to observe patterns, answer questions about the data set (e.g., identifying the largest and smallest spans, calculating the range), and use descriptive words to characterize the shape of the data set (e.g., tall like a mountain, flat like a tabletop). These activities not only reinforce measurement skills but also promote data analysis and interpretation.
Furthermore, the article provides additional insights into the significance of hand span, mentioning its relevance in sports and activities that involve hand usage. It suggests variations in the task, such as using post-it notes for data recording and emphasizes the importance of understanding the range as a measure of the spread of the data.
In conclusion, the "Hand Span Measures" task outlined in the article serves as a comprehensive and practical approach to teaching measurement and data interpretation in alignment with Grade 2 standards. The integration of hands-on activities, data recording, and analysis contributes to a holistic learning experience for students in this domain.
