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Math Measurement Unit
Math Measurement Unit
Math Measurement Unit
Objectives
1)Students
will be able
to analyze
the real-life
needs of
measureme
nt.
2) Students
will be able
to measure
using nonstandard
units of
measureme
nt.
How do adults
need measurement
in their lives?
Why is it important
for a community to
have a standard
unit of
measurement?
How does
measurement help
us better
understand the
world around us?
Why are there a
variety of tools for
measuring?
3)Students
will be able
to measure
using an
inch as a
standard
unit of
measureme
nt.
4) Students
can
distinguish
between
standard
and nonstandard
units of
measureme
nt
5) Students
will be able
to measure
objects
using a foot
as a
standard
unit of
measureme
nt.
6)Students
will be able
Content
Skills
-Students
can list
reasons
people
measure in
real life
-students
can align,
back to
front,
objects in
order to
measure in
nonstandard
units
-students
can use a 6inch ruler
and inchsticks in
order to
measure
-students
can align
the edge
of
measured
object at
the 0 mark
on ruler
-Students
can use a
flat edge
ruler to
measure
from the
0 to 12
-Students
can state if
it is closest
to a lower
inch or
higher
Resources
Computer
Projector
Worksheets
1-5
Borrowed
worksheets
6-inch ruler
print outs
inch-squares
(cut out)
wooden 12inch rulers
cloth tape
measures
wooden yard
sticks
post-it notes
classroom
supplies
(pencil,
construction
paper, clip
boards)
internet
access
speakers
skittles
erasers
pencil boxes
carpet
windowsill
access
pennies
paperclips
popsicle
sticks
dry erase
marker
crayon
Assessme
Student C
Teacher O
Ind Practi
workshee
Homewor
completio
accuracy
Choiceboa
Independ
Teacher/s
conferenc
Paper ass
Exit Ticke
to use a
yard as a
standard
unit of
measureme
nt.
7)Students
will be able
to
distinguish
the best
tool needed
for different
measuring
situations.
Students
will be able
to combine
measureme
nt unit to
provide an
accurate
measureme
nt to the
nearest
inch.
inch on a
ruler
-Students
can use a
yard stick
to measure
objects
-students
can choose,
from a
given
collection,
an
appropriate
measuring
tool based
on
circumstanc
es
-student
can explain
materials
choices
-student
can
compute
inches to
feet, feet to
inches, and
feet to
yards
-students
can use
repeated
addition
and
subtraction
to compute
conversions
Discuss all of the questions Frank has in the story with the students. Guide
students to decide that many of Franks questions could be answered by
figuring out the size and weight of something. How do we figure this out?
Measurement!
Define measurement as finding a number that shows the size or amount of
something (MathIsFun.com, 2011)
Student Check In: Ask students How much do you know about
measuring? Students will use fingers to show a 1,2, or 3 in their personal
space based on what they know about measuring (1 =nothing; 3= I
could teach it)
Create an anchor chart with students to show what they already know
about measuring (words, units, materials, etc)
Tell students that measurement can happen in many ways. Today, we are
going to practice measuring with non-standard units of measurement.
Have students explain what non-standard means.
Guided Practice:
Model for students how to measure a pencil using paper clips. Ask students
to estimate how many paperclips long the pencil is. Count each paper clip
needed to fit the pencil from end to end. Compare to estimate.
Work in front as students work in small groups to practice measuring the
pencil with paper clips at their desks.
Allow students to work in groups to measure the length of their composition
book (show length is top to bottom). Are all composition books the same
size? (Thumbs up, thumbs down based on measurement at tables)
Revisit Student Thumb Check-In: 3,2,1?
Independent Practice:
Math Centers: Students will work in small, flexible groups of 3-4 students to
practice measuring with non-standard units of measurement. Students will
complete a worksheet as they move through centers (Worksheet 1)
Closing:
Whole group discussion: what did you learn about measurement today? Are
all pencils the same size? Are all books? Why might we have different
answers when we measure with our bodies?
Thumb Check-In: 3,2,1- celebrate any progress with snap-claps
Tell students tomorrow they will begin to learn with standard units of
measurement.
Read through lyrics, sing measurement song as group (lyrics attached):
song at Discovery Education, United Streaming
Homework: Trace your hand on a piece of construction paper and cut it
out. Use the length of your hand (base of palm to tip of middle finger) to
measure 5 things in your house. Record your measurements.
Assessment:
Student Check-In
Teacher Observations
Worksheet Completion
Homework Completion
MATHWITHMARMeasurementSong
Lyrics
GradeLevel:K-5
There are different ways to measure
How much or how long
Lets sing a song about measurement
In a measurement song
If we want to know how much,
We can start with an ounce
Then would be a cup
Next comes a pint, then a quart
Then a gallon. It all adds up.
For how long we start with millimeters
Centimeters then an inch
Next is a foot, then a yard
You can measure. Its a cinch!
There are different ways to measure
How much or how long
Lets sing a song about measurement
In a measurement song
In a measurement song!
SongPublisher:Music with Mar
Name:_________________________________________
Worksheet 1: Measuring with Non-Standard Units
Use the materials at your center to measure the objects on this paper.
Count carefully!
Center 1:
Object: (what?)
Unit: (how?)
Pencil Box
Pennies
Pencil Box
Popsicle Sticks
Center 2:
Object: (what?)
Unit: (how?)
Skittles
Dry-Erase Marker
Erasers
Dry-Erase Marker
Center 3:
Length: (how
many?)
Object: (what?)
Unit: (how?)
Classroom Carpet
Your feet
Classroom Carpet
Your hand
Challenge:
How many kid steps wide is out classroom?
Guess: ____________________________
Actual amount: _______________________
Would it take MORE or LESS adult steps to measure our classroom?
Why?
Lesson 2, Measurement
Alexis Elkins
Objective:
Students will be able to measure using an inch as a standard unit of
measurement.
Students can distinguish between standard and non-standard units of
measurement.
Introduction:
Review with students the meaning of measurement- have all students
share with a partner before sharing with class.
Introduce an inch to students (cut out 1-inch pieces of card stock)- have
students pass around, looking at its LENGTH (make sure students are
looking in correct direction). Point out that this is a standard unit of
measurement. It never changes and people outside of our classroom all
over the country know what it is.
Show students how to measure by putting pieces of inches together. Model
how to measure a book using this system. Have students come up to
practice. (Intentionally make a mess with the inch pieces falling all over)
what a mess to measure!!!-introduce students to a RULER (6-inch ruler).
Remind students to line up the bottom of the object with the zero linemodel how to measure in inches using ruler.
Have students confirm that a ruler is a series of inches together by placing
inch-strips over each inch on ruler. Is it right? Allow students to
manipulate pieces to confirm.
Thumb Check-In
Guided Practice:
Ask students to help you measure by using your ruler to measure objects in
inches (only measure things that are 6-inches or less to avoid confusion of
moving ruler for continuity) While working, ask students to compare an
inch to non-standard units we used? Bigger or smaller than a skittle? Your
foot? An eraser? A paperclip? A penny?
Have students walk around to measure and record the same objects as
yesterday using a standard unit of an inch. Have students estimate, then
measure.
(Worksheet 2)
Thumb Check-In
Independent Practice:
Students will work independently at their seats to complete Worksheet 3
(Estimate and Measure) (HaveFunTeaching.com, 2012). While students
work, circulate and work with students who checked-in at a 1
Closing: Ask students to summarize what they learned today. Have pairs of
students quickly reteach each other how to measure with an inch using a
ruler.
Ask students why measuring with a standard unit of measurement might be
better than non-standard. Brainstorm and record real-life examples when
measuring in standard units are necessary.
Sing measurement song to transition out of math.
Homework: Measurement: Inches Worksheet (HaveFunTeaching.com, 2012)
Send home laminated 6-inch rulers with homework
Assessment: Student Check-In; Teacher Observations; Worksheet
practice;Homework
Length (inches)
Pencil Box
Non-standard unit:
__________ Pennies
______________ in.
__________ Popsicle
Sticks
____________ skittles
Dry-Erase Marker
______________ in.
____________ erasers
Red Crayon
X
______________ in.
Your neighbors
thumb(top to bottom)
______________ in.
X
X
Lesson 3, Measurement
Alexis Elkins
Objective:
Students will be able to measure objects using a foot as a standard unit of
measurement.
Introduction:
Review the difference between a standard and non-standard unit of
measurement. Ask students to name the standard unit we learned
yesterday.
Turn and Talk: Think of 3 examples when you might need to measure.
Would inches work? Why or why not?
Share out: record student ideas on board.
Try to measure a students height using inches on a 6-inch ruler. Have
students point out that it is difficult and may not be accurate. Introduce a
foot as a unit of measurement. Tell students that the foot is always equal to
a certain amount of inches.
Have students measure using inch blocks to determine how long a foot is
on a 12-inch ruler. Show students measuring tape- point out labels of
inches and feet. When might it be better to use measuring tape instead
of a foot ruler?
Thumb-Check_In
Guided Practice:
On post-it notes, have students write 1 example of when it would be better
to use inches to measure, and 1 example of when it would be better to
measure using a foot (or feet). Have them stick post-it in appropriate
column on T-chart.
Model how to measure using a foot-ruler (lining up bottom/edge with 0
mark, measuring to closest inch). Estimate and measure a Big Book in
room to model. Estimate and measure your leg to model and record. Point
out how to measure when it needs more than one foot (line up, move
ruler). Have student volunteers help.
Thumb Check-In: group 1s to work in small group during independent
practice
Independent Practice:
Have students walk around classroom with foot ruler, clip board, post-it,
and partner.
Students will measure objects they think need to be measured by the foot
instead of inches. Measure, record, and label objects with post it that says
The _________ is _______ feet/foot (ideas: table, desk height, desk width,
student height, teacher desk, window width)
Closing:
Kitchen Table
A spoon
Height of a chair
Height of toothbrush
Height of your
homework folder
Lesson 4
Measurement
Elkins
Objective: Students will be able to use a yard as a standard unit of
measurement.
Students will be able to distinguish the best tool needed for different
measuring situations.
Introduction:
Review with students that 12 inches = 1 foot. Talk about how it was difficult
to measure LONG distances with a tape measure with a 1-foot ruler.
Introduce the yardstick!
Watch YardStick Infomercial: Watch yardstick infomercial:
http://www.youtube.com/watch?v=893yujn12tw
Explore the yardstick, describing what it looks like and feels like.
Estimate how long is a yardstick?
Student Check-In
Guided Practice:
Small groups will use tape measures and 1-foot rulers to measure yardstick.
Guide discussion to come to conclusion that a yard stick is 3 feet, or 36
inches. Anchor chart to create that 1 yard= 3 feet or 36 inches.
Have students explore measuring things in the room with a yard stick vs. a
1-foot ruler to observe different situations call for different measuring
materials.
Collect in whole group again to discuss findings and draw conclusions on
what situations need what materials to measure.
Independent Practice:
Student pairs will have measurers choice to measure around the
classroom. They will estimate if the object is larger than, the same as, or
smaller than a yard using a yardstick. They will then measure how many
yards long is:
-the set of 3 windows
-the morning meeting carpet
the width of the highway
-two students, lying down toe to toe
Students get 3 choices of any objects to measure and decide if they will
choose a 6-inch ruler, foot ruler, tape measure, or yard stick (Worksheet 4)
Closing: Discuss findings with students. Have students share out their
measurements to check for agreement with others. Review length of yard,
foot, inch.
Sing Measurement Song.
Assessment: Teacher Obs; Student Check-In; Ind. Practice W/S,
HW: Measure your family members in terms of yards. Record and order
them from least to greatest.
Worksheet 4
Name: _______________________________________________
Measure the following objects to the nearest yard.
Estimate
Actual Length
_______________
________________
______________
____________
________________
________________
Your choice!
Object:
Tool Used
Length
Unit
Lesson 5, Measurement
Elkins
Objective: Students will be able to combine measurement units to provide
an accurate measurement to the nearest inch.
Introduction:
On white boards, do a quick review: how many inches in a foot? In a yard?
How many inches in two feet? How many feet in a yard?
Have students think of times when you might need an exact measurement
(not to the nearest foot): (making curtains, making paints, building a
treehouse, finding a frame for a picture, etc) List answers on chart paper.
Model for students how to use feet and inches to give a closer
measurement (the big book is 1 foot, 4 inches). Model a few times.
Student Check-In
Guided Practice:
Have student pairs work in groups to use foot-rulers and tape measures to
practice combing inches and feet in measurement. Work with students to
record and complete task measurements projected on board as group.
Work with students to figure out how to do this in terms of math and word
problems (if something is 1 foot, 6 inches, how many inches is it all
together?
Independent Practice:
Have students measure 5 items of their choice and label with post-it notes
(The _______ is ____foot/feet, ________ inches. That is __________ inches
total.)
Student Check-In
Complete exit ticket:
1) How many inches total is a stick that is 2 feet, 5 inches long?
2) What is the combined measurement of an arm that is 26 inches long?
3) List 2 reasons you might need an exact measurement
Sing measurement song
Assessment: Student Check In- Post it notes, Teacher observations, exit
ticket
Homework: See HW Sheet (Worksheet 5)
Length
With teacher
Slide the card:
Slide a playing
card across the
table (3x).
Measure the
length of each
slide to the
nearest inch
On paper
Create a video
that teaches an
alien how to use
the tools of
measurement.
Explain each
tool, what it
measures, and
how to use it.
Choose 3 body
One written
parts (your
assessment (WS
head, arm, foot, 6)
leg, hand):
measure each
of these parts to
the nearest
inch.
Write a brochure
that explains the
different
measurement
tools. Be sure to
give information
about each tool,
and when to use
it.
Measure-Hunt:
Choose 3
different
One written
measurements
assessment (WS 6)
(1 in inches, 1 in
feet, 1 in yards):
measure objects
around the
classroom until
you find an
object that
matches the
measurement
within an inch.
One written
assessment
(WS 6)
Written Assessment:
Name: ________________________________
Match the following terms to their definition:
foot
measure
inch
yard
ruler
tape
PA
Standards:
2.3.2.A: Demonstrate that a single object has different attributes that can
be measured in multiple ways.
2.3.2.B: Use tools to estimate and measure in standard units.
2.3.2.F: Estimate and verify measurements of length, weight, and capacity.
2.11.2.A: Order whole numbers, 0 to 500, with least to greatest value.
2.2.2.A: Develop fluency in the use of basic facts for addition and
subtraction
when they covered up a ruler using 12 inch markers to show and represent
a foot.
NCTM Principles
Equity- My classroom is set up entirely of equity and holding
high standards for my students. I believe that our lessons are
rigorous and allow students access to many types of learning
and experiences. They are able to work alone, in student-chosen
groups, and in flexible groups. Trusting students to reflect on
their own learning is another example of holding students to
these expectations.
Curriculum- The measurement curriculum is one that is essential
to their success as their skills build in later years. The curriculum
uses hands on, real life materials, as well as computation skills
that reinforce addition, subtraction, and multiplication.
Measurement starts in 1st grade and continues as the grades
incease, with 5th graders still working on measuring within
fractions of inches. My unit is preparing students to progress
with these skills.
Teaching- The unit reflects state and NCTM standards to uphold
to these teaching expectations. It also understands that there
are many types of learners and incorporates a mix of auditory,
visual, and kinesthetic learning. It includes songs, videos, story
books, hands-on measuring, talking, and pencil/paper
questioning.
Learning- Each lesson discusses what they have already learned
and builds upon it. Accessing prior knowledge is used to make
connections for students between one day to the next. It also
allows them to reflect on their experiences and enhance their
knowledge on a deeper level each day.
Assessment- There is daily assessment in each lesson as well as
homework to assess the skills learned each day. Students are
able to reflect and self-assess their own learning and comfort
with all content material. There are choiceboards that address all
types of learning as well.