Lesson Plan

Name Scavenger Hunt Measurement Date N/A

Edition
C&A Plan Title Theme Park Lesson # in unit 3
Subject Math Grade/level 3
Strand Measurement Time ​(minutes) 45
Location Grade 3 class
Planning Stage One: Desired Results
Brief Description
In this lesson student will learn about estimating, measuring and recording length and height of various objects
by using standard units (i.e., cm and m) with a standard measuring tools. Students will be introduced to the
subject through instruction and practice by having the opportunity to test out their measuring skills in different
stations with different challenges. The activity will be a type of scavenger hunt where students in pairs will be
given some clues to find what objects they will need to measure. Students will be assessed through notes and
observations where the teacher will look for student participation and student application & understanding of
the subject.

Lesson’s Guiding Question ​(What will students be able to answer at the end?)
How do you measure objects using standard units?

Overall & specific expectations for this lesson

Measurement Overall expectations
● estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using
standard units;
Specific expectations
● estimate, measure, and record length, height, and distance, using standard units (i.e., centimetre,
metre, kilometre)
● draw items using a ruler, given specific lengths in centimetres
Prior Knowledge Activation ​(Prior to this lesson, students will have...)
Prior knowledge of students is that from the previous lessons they were introduced to using standard units and
estimation techniques.

Planning Stage Two: Learning experience and instruction

Learning Goals: ​“clearly identify what students
are expected to know and be able to do, in
language that students can readily understand.”
Discuss with students & post:
1. Learning Intentions
Today I will learn how to measure objects using
a ruler, a meter stick and a measuring tape
and recording the correct standard of unit
(cm or m)
Success criteria: ​“describe in specific terms what
successful attainment of the learning goals looks like.”
(Growing Success p. 33)
Success Criteria for this Lesson: ​(complete phrases below)
* I can use various measuring tools with standard units
(cm and m)
* I can estimate, measure and record the height and
length of an object.
* I can draw items using a ruler, given specific lengths in
cm

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U), using the principles
outlined in "Understanding by Design" (Wiggins & McTighe, 2005)
2. Why?
So that

Work Skills and Habits Learning Environment

(Highlight or circle those addressed in this (Student Groupings; transitions; physical set up):
lesson)
❏ Responsibility Students will be working in pairs transitioning through
❏ Organization different stations by following instructions on a paper.
❏ Independent work
❏ Collaboration
❏ Initiative
❏ Self-regulation
Materials
- Youtube
- Pen and paper (worksheet provided)
- Various measuring tools (i.e., rulers,
meter sticks, and measuring tape)
- Blocks and manipulatives
- Mini whiteboards and erase markers

Planning Stage Three: Three Act Lesson Plan

Act 1
Set (Hook)
Timing:​ (Number of 10 min
minutes)
Description: Mini Show and Tell Activity

● Prior to lesson, ask students to bring their favorite toy (send note to parents) to show to the class.
● If not all students can bring a toy, students may use an object or toy already in the class.
● Distribute whiteboards and markers, take out manipulatives.
● To start lesson, ask students: how tall is your toy (in cm)? Estimate, you may use any manipulative to help
you (e.g., hands, cubes, feet, etc.), write down your answer on your board. Then do the same thing by
estimating how long is your toy. Write down your answer.
● As a group, have students share their estimations.
● Show video on how to use a ruler to measure objects: ​https://www.youtube.com/watch?v=tuBLuIW1U70
● Ask students to measure the height and length of their toy using a ruler or measuring tape (in cm). Write
down measurements (in cm).
● As a group, ask students: were your estimations close?

Act 2
Development
Timing:​ (Number of 25-30 mins
minutes)
Description: Measurement scavenger hunt

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U), using the principles
outlined in "Understanding by Design" (Wiggins & McTighe, 2005)
 ● Pair up students (have pairs formed and planed before activity)
● Have stations installed with appropriate measuring tools before activity
● Hand out 1 instruction sheet (i.e., clues sheet) and 1 recording sheet per student
● Give instruction to group: in pairs you will have to complete a set of challenges. Follow the clues and
instructions on the sheet. In almost every activity you will be asked to record on your recording sheet an
estimation and then your measurement of the object. Have fun!

Act 3
Closure
Timing:​ (Number of 10 mins
minutes)
Description: Bring back the results

● As a group, have pairs share their measurements. Did everyone have the same measurements? How
where your estimations? More or less accurate?
● Have a class discussion: which activity was the hardest? Which one was the easiest? What station was
your favorite or least favorite? Did you have difficulties with some stations or measuring tools? What did
you learn?

Assessment Tool
● For assessment: notes and observations & recording sheet to check for student participation and student
understanding of measuring the length and height of different objects..
● Look for strategies used by students, collaboration between pairs, application of measuring skills.
Methods of differentiation
● Students have the choice to redo an activity if they feel they need to do it again
● Each station has different levels of difficulties and different applications of measurement
● As an extension, have students measure bigger or smaller objects (i.e., using meters and millimeters),
measure using the .5 decimals.

Description of how lesson integrates the Math expectations

The lesson mostly integrates the measurement math expectations where students learn through practice, how to
estimate, measure, and record the height and length of an object by using different measuring tools. Students
learn how to use various measuring tools (ruler, meter stick, and measuring tape). Because the measuring tools
are standard tools of measurement, students also learn how to use standard units.

Bibliography

A Guide to Effective Instruction in Mathematics Kindergarten to Grade 3 Measurement:

http://eworkshop.on.ca/edu/resources/guides/Measurement_K-3.pdf
Measuring length in cm Video : ​https://www.youtube.com/watch?v=tuBLuIW1U70
Size up your stuffed animal: a measurement activity:
https://www.education.com/activity/article/Size_Your_Stuffed_Animal/

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U), using the principles
outlined in "Understanding by Design" (Wiggins & McTighe, 2005)
Scavenger Hunt Clues
Instructions:
● Find the answer to the riddles.
● The answers will tell you where to go.
● Do the clues in order.

Clue #1: Most detectives have one, howdy_________. What am I?

Answer____________________________________________________

Clue #2: Riddle me this: Ok Hall, lead the way!

Answer_______________________________

Clue #3: Riddle me this: Do, Re, Mi, look at me!

Answer_________________________________

Clue #4: I have four legs and a big back. What am I?

Answer____________________________________

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U), using the principles
outlined in "Understanding by Design" (Wiggins & McTighe, 2005)
Example of Station Instructions
Station #1: Measure your partner

1. Now that you solved the first clue, try and estimate how tall your partner is.
Record this sentence on your sheet.
My partner is about ______cm tall.

2. Now measure the actual height of your partner.

Record this sentence on your sheet.
My partner is _______cm tall.

Station #2: How long is the hallway?

1. Now that you solved the second clue, estimate how long the hallway is.
Record this sentence on your sheet.
The hallway is about ______m long.

2. Now measure the actual length of the hallway.

Record this sentence on your sheet.
The hallway is ______m long.

Station #3: Measure this piano

1. Now that you solved the third clue, estimate how ​tall and wide​ the piano is.
Record this sentence on your sheet. Don’t forget to include your units.
The piano is about __________ high and ________ long.

2. Now measure the actual ​height and length​ of the piano.

Record this sentence on your sheet. Don’t forget to include your units
The piano is ___________high and ___________ long.

Station #4: Draw me a picture

Now that you solved the third clue,​ using a ruler​, draw a picture following these instructions.

1. Draw a pencil that is 10 cm long

2. Draw an eraser that is 3 cm high and 6cm long
3. Bonus points!​ Create your own drawing and measure its height and length. ​Record
estimation and measurement on your sheet.

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U), using the principles
outlined in "Understanding by Design" (Wiggins & McTighe, 2005)
Recording Sheet for Each Student
Station 1

Estimation Measurement

My _________ is about __________cm tall. My __________ is ______________cm tall.

Station 2

Estimation Measurement

The _______________ is about The ________________ is

___________m long. ______________m long.

Station 3

Estimation Measurement

The ____________ is about __________ The _____________ is ___________high

high and _______________long. and ___________ long.

Station 4

Estimation Measurement

My ______________ is about My ____________ is _____________high

____________high and ___________ long. and ______________ long.

This template was collaboratively designed by Radford, Orders, Hollweck (UO UCC) and Dr. Avril Aitken (Bishop’s U), using the principles
outlined in "Understanding by Design" (Wiggins & McTighe, 2005)