Title: Introduction to Nonstandard Measurement
Subject/ Courses: Math
Grade Level: First grade
PA Academic Standards:
2.3.1.A: Demonstrate that a single object has attributes that can be measured.
2.3.1.B: Use concrete objects to measure length by repeating and the number of nonstandard or standard units.
1.4.1.B: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions).
1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas
Common Core Standards:
CC.2.4.1.A.1: Order lengths and measure them both indirectly and by repeating length units.
CC.2.4.1.A.4: Represent and interpret data using tables/charts.
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
Vocabulary:
Objectives:
The student will illustrate the results of the measurement process.
The student will write 3 sentences describing the results of the measurement process.
The student will order 3 objects from shortest to longest.
Lesson Essential Questions
How do we measure?
What types of things can we measure with?
Duration:
Before: 15 minutes
During: 25 minutes
After: 15 minutes
Materials
Suggested Instructional Strategies
Active Engagement: All students are actively learning, interacting with others and their partner, and
responding to instruction.
* Students are actively engaged in the lesson by measuring items themselves. Students interact and work
together within a small group, and respond to instruction.
Scaffolding: An instructional technique whereby the teacher models the desired learning strategy or task, then
gradually shifts responsibility to the students.
* Scaffolding is utilized within the entire lesson. First, the teacher models the measuring process. Then, the
teacher allows the students to work in small groups. After, the students work independently to demonstrate
their knowledge.
Differential Learning: Varying instructional approaches based on student readiness, interest, and/or learning
style to provide multiple pathways for learning and understanding information. Content, process, or product
can be differentiated based on student needs and interests.
* Visual, auditory, tactile, and verbal approaches are included within this lesson. Students can demonstrate
knowledge and proficiency through a visual or written explanation.
Lesson
Before:
1) Read the book, "How Big is a Foot?" By Rolf Myller.
2) Stop when the Queen lays down on the bed that is too small. Ask the students to turn to a partner and explain why they think the bed was too small.
3) Explain how the characters were both using feet, but they were different sizes. When you measure something you must use the same unit every time.
During:
1) The teacher will explain that we can measure things with units. Anything can be a unit such as a paper clip, pencil or a foot, like the King, as long as you use the same unit consistently.
2) The teacher will demonstrate measuring a pencil, a desk and a cup using paperclips and document each finding on the board using a chart and the overhead projector. The teacher will model using a label for the number and explain the importance of labels.
Think aloud-“I wrote 5, but 5 could be paperclips or pencils and they would be very different lengths. I wonder what label I could use so that someone else would know exactly how long the items were?”
3) Have students break into groups of 3 and rotate through measurement stations. Each station will have three items to be measured such as a textbook, desk and water bottle. Each station will use a different nonstandard unit. The nonstandard units at the stations will be paperclips, inch-worms, q-tips, pencils and pennies. Students will receive 3 minutes per station.
4) The students will measure the items and write the numbers on the graphic organizer, the labels and a pictures.
5) The teacher will walk around from station to station to facilitate and ensure students are using labels, measuring the longer sides and correctly filling out the graphic organizer.
After:
1) Students will be given the following word problems to interpret the results of the stations.
Using your data from the measurement stations, solve the follow problem using an illustration and written sentences.
Assessment: The student's formative assessments, observations and final questions will be used to determine students understanding of the standards and lesson objectives.
Formative Assessment: The teacher will walk around during stations to ensure students are using labels, measuring correctly and filling out the graphic organizer appropriately.
Related Materials & Resources:
Subject/ Courses: Math
Grade Level: First grade
PA Academic Standards:
2.3.1.A: Demonstrate that a single object has attributes that can be measured.
2.3.1.B: Use concrete objects to measure length by repeating and the number of nonstandard or standard units.
1.4.1.B: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions).
1.6.1.A: Listen actively and respond to others in small and large group situations with appropriate questions and ideas
Common Core Standards:
CC.2.4.1.A.1: Order lengths and measure them both indirectly and by repeating length units.
CC.2.4.1.A.4: Represent and interpret data using tables/charts.
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
Vocabulary:
- Measure
- Unit
- Order
- Shorter
- Longer
- Length
Objectives:
The student will illustrate the results of the measurement process.
The student will write 3 sentences describing the results of the measurement process.
The student will order 3 objects from shortest to longest.
Lesson Essential Questions
How do we measure?
What types of things can we measure with?
Duration:
Before: 15 minutes
During: 25 minutes
After: 15 minutes
Materials
- 5 textbooks
- 5 water bottles
- 5 desks
- Paperclips
- Inch-worms
- Q-tips
- Pencils
- Pennies
- Book- "How Big is a Foot?" By Rolf Myller
Suggested Instructional Strategies
Active Engagement: All students are actively learning, interacting with others and their partner, and
responding to instruction.
* Students are actively engaged in the lesson by measuring items themselves. Students interact and work
together within a small group, and respond to instruction.
Scaffolding: An instructional technique whereby the teacher models the desired learning strategy or task, then
gradually shifts responsibility to the students.
* Scaffolding is utilized within the entire lesson. First, the teacher models the measuring process. Then, the
teacher allows the students to work in small groups. After, the students work independently to demonstrate
their knowledge.
Differential Learning: Varying instructional approaches based on student readiness, interest, and/or learning
style to provide multiple pathways for learning and understanding information. Content, process, or product
can be differentiated based on student needs and interests.
* Visual, auditory, tactile, and verbal approaches are included within this lesson. Students can demonstrate
knowledge and proficiency through a visual or written explanation.
Lesson
Before:
1) Read the book, "How Big is a Foot?" By Rolf Myller.
2) Stop when the Queen lays down on the bed that is too small. Ask the students to turn to a partner and explain why they think the bed was too small.
3) Explain how the characters were both using feet, but they were different sizes. When you measure something you must use the same unit every time.
During:
1) The teacher will explain that we can measure things with units. Anything can be a unit such as a paper clip, pencil or a foot, like the King, as long as you use the same unit consistently.
2) The teacher will demonstrate measuring a pencil, a desk and a cup using paperclips and document each finding on the board using a chart and the overhead projector. The teacher will model using a label for the number and explain the importance of labels.
Think aloud-“I wrote 5, but 5 could be paperclips or pencils and they would be very different lengths. I wonder what label I could use so that someone else would know exactly how long the items were?”
3) Have students break into groups of 3 and rotate through measurement stations. Each station will have three items to be measured such as a textbook, desk and water bottle. Each station will use a different nonstandard unit. The nonstandard units at the stations will be paperclips, inch-worms, q-tips, pencils and pennies. Students will receive 3 minutes per station.
4) The students will measure the items and write the numbers on the graphic organizer, the labels and a pictures.
5) The teacher will walk around from station to station to facilitate and ensure students are using labels, measuring the longer sides and correctly filling out the graphic organizer.
After:
1) Students will be given the following word problems to interpret the results of the stations.
Using your data from the measurement stations, solve the follow problem using an illustration and written sentences.
- Order the three items you measured from shortest to longest. Cite measurements from your research.
- Higher Order Question: If you had to measure the entire classroom, which unit from today’s class would you use and why?
Assessment: The student's formative assessments, observations and final questions will be used to determine students understanding of the standards and lesson objectives.
Formative Assessment: The teacher will walk around during stations to ensure students are using labels, measuring correctly and filling out the graphic organizer appropriately.
Related Materials & Resources: