Measurement Unit

Introduction
Unit Title Measurement Grade Level One
Subject Math Time Frame 6 weeks (27 60-minute lessons)
Developed By Brianna Nolan

Desired Results
Learning Outcomes
GLO:
 Use direct and indirect measurement to solve problems.
SLO:
 Demonstrate an understanding of measurement as a process of comparing by:
o Identifying attributes that can be compared
o Ordering objects
o Making statements of comparison
o Filling, covering, or matching.
Essential Question(s)
 What attributes can be compared with each other?
 How can we order lengths, heights, distances, areas, masses, and capacities?
 How can we compare different measurements – lengths, heights, distances, areas, masses, and capacities?
Knowledge Skills
Students will know… Students will be able to…
 Previously:  Previously:
o That lengths can be compared – some are o Directly compare the length of two
longer, some are shorter objects using the words shorter, longer,
o That capacities can be compared – some and taller
hold more, some hold less o Directly compare the capacity of two
o That masses can be compared – some are objects using the words less or more
lighter, some are heavier o Directly compare the masses of tow
 Definition of length is based on the process for object using words such as lighter,
comparing one length to another heavier, and almost the same
 Height is simply length but in a vertical plane  Measure length, height, and distance
rather than horizontal  State measurements in various ways
 Distance around an item can be measured with  Compare lengths and capacities using a third item
any point being the start  To compare the areas of two flat objects
 Any measurement can be stated in two ways
 Lengths and capacities can be compared directly
and indirectly, using a third item
 Whether one object has more or less mass than
another is independent of their shapes and sizes
 That it is possible to cut up one object and
rearrange the pieces without affecting the
comparison
Consulted Resources Common Lesson Resources
 Nelson MathFocus 1 Teacher’s Resource –  Measurement anchor charts
Chapter 4 (Length and Capacity)  Student booklets
 Nelson MathFocus 1 Teacher’s Resource –  Pencils, erasers, and colouring materials
Chapter 10 (Mass and Area)  Unifix cubes, paper clips, counters
 Various objects (different weights, lengths,
heights, areas)
 Assessment Evidence
Assessment Indicators:
 Students can use measurement language appropriately.
 Students can identify attributes that can be compared (length, height, width, capacity, mass).
 Students can make statements of comparison using comparative language (longer, shorter, taller, heavier,
lighter, etc.).
 Students can use direct and indirect comparisons to compare two or more objects by height, length.
 Students can use direct and indirect measurement to determine and explain which of two or more give
objects holds more or less.
 Students can compare and order objects according to length (shortest to longest and longest to shortest).
 Students can compare and order the masses of more than two objects that differ in shape.
 Students can order containers based on their capacity (greatest to least or least to greatest).
 Students can determine which of two or more given objects holds the most/least by filling.
 Students can directly compare the masses of two objects using a pan balance.
 Students can provide reason for why one object is heavier or lighter than the other.
Assessments
Observations & Student Self-
Title Quiz Mathletics
Learning Participation Booklets Assessment
Outcomes Type
F&S F&S S F S
(Formative/Summative)
Weighting 40% 30% 10% N/A 20%
Demonstrate an understanding of
measurement as a process of
comparing by:
 Identify attributes that can be
compared X X X X X
 Ordering objects
 Making statements of
comparison
 Filling, covering, or matching.

Assessment Tool Brief Description

Observations & Students will be observed in each class period – in these observations, the teacher will be
Participation looking for signs of understanding and participation. When the teacher identifies who is
struggling, the teacher can be sure to check-on with them on a one-on-one basis. Through
observations, the teacher can ensure that more than one student is always answering the
questions.

While these observations take place formatively in each lesson, at the end of the unit, the
teacher will use the observations in a summative form, assessing overall student participation
throughout the unit. Observations will be recorded through anecdotal notes at the end of
each teaching day.
Student Booklet Throughout the unit, students will be completing pages in their student booklet. Students will
showcase their learning from the unit in this book. Activities that will contribute to this
assessment include worksheets and glossary word pages.

These books will act as a way for student learning to be demonstrated to students, teachers,
and parents.
Quiz At the end of the unit, the teacher will guide students through the completion of the unit quiz
– teacher will read, students will respond individually on their paper.
Self-Assessment At the end of each week, students will be guided through the completion of a checklist to help
them assess their own understandings – for math talks and unit understanding. Checklists will
act as an exit task for students at the end of each week. Through student self-assessment, the
teacher can get student insight on their understanding.
Mathletics During student computer time, students will complete assignments in their Mathletics
program. Students work at their own pace through these assignments and are required to get
a minimum of 8/10 before moving on. Through the program, I can see student progress on the
teacher account.

Unit-at-a-Glance
Date Monday Tuesday Wednesday Thursday Friday
Comparing
Dr. Suess Comparing Comparing
Introduction Heights
Birthday Attributes Lengths
March 1 – 5 ‘Tell About ‘Glossary Words’
The Foot Book ‘Comparing ‘Glossary Words’
Math’ ‘The Heights of
Activities Stuffed Animals’ ‘My Footprint’
Totem Poles’
Ordering Ordering
Measuring Objects by Comparing Containers by Pi Day
March 8 – 12 Around Objects Length Capacities Capacity PI Themed
‘Ordering Mat’ Interactive Smart ‘Glossary Words’ ‘Ordering Activities
Notebook Containers’
Similar
Capacities Mid-Unit Mid-Unit
St. Patrick’s Day
No School ‘Guess and Test Assessment Part Assessment Part
March 15 – 19 Rainbow Length
PD Day Capacity Activity’ 1 2
Activity
‘Shampoo Bottle ‘Comparing Me’ ‘Size Search’
Activity’
Comparing and
Comparing Comparing
Introduction Examining Size Ordering Objects
Masses Visually Masses
March 22 – 26 ‘Tell About ‘Glossary Words’ by Mass
‘Can You Tell by ‘Comparing
Math’ ‘Pan Balances’ ‘Ordering
Looking?’ Masses’
Objects by Mass’
Ordering Shapes
Comparing Ordering Shapes
by Area Part 1 Unit Review
Areas of Flat by Area Part 2 No School
March 29 – April 2 ‘Triangles’ Measurement
Shapes ‘The Areas of Good Friday
‘Ordering Mini-Book
‘Glossary Words’ Three’
Stamps by Area’
No School
April 5 – 9
Easter Break for Students and Teachers
Unit Review & Unit Review & Unit Review &
Unit Review &
Assessment Part Assessment Part Assessment Part
Assessment Part
2 3 4 Practicum Wrap-
April 12 – 16 1
Learning Learning Nonstandard Up
Exit Ticket
Extension Extension Measurement
Booklet
Booklet Booklet Quiz

# Lesson Title
1 Introduction to
Length and
Capacity
Lesson Descriptions
Lesson Activities
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
  SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to introduce grade 1 students into a new unit
on measurement. The focus of this lesson is for students to review and assess the prior
understanding students have about measurement. To begin, students will participate in
a math talk – the teacher will display a ‘Which One Doesn’t Belong’ (WODB) task and
give students time to think about it individually. After a couple of minutes, the teacher
will ask for students to share their thinking about the problem (there is no wrong
answer). Following the math talk, the teacher will introduce students into measurement
by asking them questions: ‘Which item is longer?’, ‘Which cup will hold more liquid?’,
‘Which object weighs more?’. After this discussion, students will be led through the
“Tell About Math” – Activity 4.1. By the end of the lesson, students will have explored
some of the vocabulary associated with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, whiteboard, whiteboard markers, student booklet, pencils and
erasers
2 Dr. Seuss Birthday Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to celebrate the birthday of children’s book
author, Dr. Seuss. The focus of this lesson is for students to celebrate while still
exploring measurement concepts. To begin, students will participate in a math talk –
the teacher will display a set of equations (represented by symbols) and give students
time to think about it individually. After a couple of minutes, the teacher will ask for
students to share their thinking about what each symbol equals. Following the math
talk, the teacher will read ‘The Foot Book’ by Dr. Seuss. After the reading, students will
be lead through an indirect measurement activity – “My Feet!”. Students will be gather
the materials they need (2 pieces of construction paper, ‘My Feet!’ template, pencil,
scissors, and a glue stick). Once students have gathered their materials, the teacher will
walk them through the activity. By the end of the lesson, students will have explored
indirect measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided activity), and interactive instruction (debates, brainstorming,
discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.
 Resources:
 Math talk image, ‘The Foot Book’ by Dr. Seuss, ‘My Feet’ template, construction
paper, scissors, glue sticks, pencils and erasers, linking cubes, paper clips,
counters
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
attributes as well as statements of comparison. The focus of this lesson is for students
to be able to identify attributes that can be compared (length, height, width) as well as
to make statements of comparison. To begin, students will participate in a math talk –
the teacher will display a WODB task and give students time to think about it
individually. After a couple of minutes, the teacher will ask for students to share their
thinking about the problem (there is no wrong answer). Following the math talk, the
teacher will read ‘Clifford the Big Red Dog’ by Norman Bridwell before leading students
through a discussion using prompts. After the discussion, students will grab a stuffed
Comparing
3 animal that they’ve brought from home. With a partner, students will complete the
Attributes
“Comparing Stuffed Animals” worksheet – Activity 4.2. By the end of the lesson,
students will have explored length, width, and height through visualizing and hands-on
activities.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, ‘Clifford the Big Red Dog’ by Norman Bridwell, student booklet,
pencils and erasers, student stuffed animals
4 Comparing Heights Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
height. The focus of this lesson is for students to develop language that describes height
while using direct and indirect comparisons to compare objects by height. To begin,
students will participate in a math talk – the teacher will display a WODB task and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer).
Following the math talk, the teacher will show students a picture of a totem poles and
lead students through a discussion using prompts. Students will complete the “Glossary
Words” worksheet – Activity 4.4 and the teacher will show the height anchor chart.
Students will then complete “The Heights of Totem Poles” worksheet – Activity 4.3
using various sizes of cardboard tubes as their totem poles. By the end of the lesson,
students should be able to describe and compare height.
 Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, totem pole pictures, student booklet, pencils and erasers, height
anchor chart, cardboard tubes (various sizes)
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
length. The focus of this lesson is for students to develop language that describes length
while using direct and indirect comparisons to compare objects by length. To begin,
students will participate in a math talk – the teacher will lead students through
subitizing (3-5 images) and ask for students to explain their thinking. Following the math
talk, the teacher will show students a picture of animal tracks and lead students
through a discussion using prompts. Students will complete the “Glossary Words”
worksheet – Activity 4.6 and the teacher will show the length anchor chart. Students
5 Comparing Lengths will then complete “My Footprint” worksheet – Activity 4.5 using various items around
the classroom. By the end of the lesson, students should be able to describe and
compare length.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 Subitizing images, animal track pictures, student booklet, pencils and erasers,
length anchor chart
6 Measuring Around Outcome(s):
Objects  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
distances around objects. The focus of this lesson is for students to develop a process
for indirectly comparing the distances around objects. To begin, students will
participate in a math talk – the teacher will display a WODB task and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about the problem (there is no wrong answer). Following the
 math talk, the teacher will give each student three pieces of paper (pre-measured) for
students to use when predicting the distance around different objects that the teacher
will hold up. Students will practice measuring around objects at their desk – glue sticks
and water bottles. Students will glue their strips of paper to the “Ordering Mat” –
Activity 4.7. By the end of the lesson, students should be able to compare the distances
around objects.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, student booklets, pencils and erasers, strips of paper (pre-
prepared), glue sticks
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore the
process of ordering objects. The focus of this lesson is for students to compare and
order objects according to length. To begin, students will participate in a math talk – the
teacher will display a set of equations (represented by symbols) and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about what each symbol equals. Following the math talk, the
Ordering Objects teacher will lead students through an interactive ordering objects activity – students
7
by Length will come up to the board and put objects into the correct order (shortest to longest,
longest to shortest). By the end of the lesson, students should be able to order objects
by length.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 Math talk image, interactive ordering Smart Notebook
8 Comparing Outcome(s):
Capacities  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
capacity. The focus of this lesson is for students to develop language that describes
capacity while using direct and indirect comparisons to compare objects by capacity. To
 begin, students will participate in a math talk – the teacher will display a WODB task
and give students time to think about it individually. After a couple of minutes, the
teacher will ask for students to share their thinking about the problem (there is no
wrong answer). Following the math talk, the teacher will lead students through a
discussion using prompts about various containers – teacher can use water to help
demonstrate capacity. Students will complete the “Glossary Words” worksheet –
Activity 4.8 and the teacher will show the capacity anchor chart. Students will then
listen to the teacher read ‘A Beach for Albert’ by Eleanor May and the teacher will
follow it up with a discussion. By the end of the lesson, students should be able to
describe and compare capacity.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, ‘A Beach for Albert’ by Eleanor May, student booklets, pencils and
erasers, various containers (different sizes and shapes), water
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore the
process of ordering containers by capacity. The focus of this lesson is for students to
compare and order containers according to capacity. To begin, students will participate
in a math talk – the teacher will display a WODB task and give students time to think
about it individually. After a couple of minutes, the teacher will ask for students to
share their thinking about the problem (there is no wrong answer). Following the math
talk, the teacher will lead students through a group activity that will test out various
Ordering
containers and how much they can hold. Following the activity, students will complete
9 Containers by
“Ordering Containers” worksheet – Activity 4.9. By the end of the lesson, students
Capacity
should be able to order containers by capacity.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, student booklets, pencils and erasers, various containers (different
shapes and sizes)
10 Pi Day Activities Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
 by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore the
concept of pi. The focus of this lesson is for students to develop measurement language
using direct and indirect forms of measurement in the investigation. To begin, students
will participate in a math talk – the teacher will lead students through subitizing (3-5
images) and ask for students to explain their thinking. Following the math talk, the
teacher will read “Happy Pi Day to You!” by Bonnie Worth. After the story, the teacher
will explain pi and how it relates to circles. Students will create a ‘Pi Day’ crown to wear.
By the end of the lesson, students should be able to describe circles and ways that they
can be measured.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 Subitizing images, ‘Happy Pi Day to You!” by Bonnie Worth, pencils and erasers,
Pi Day crown template, black construction paper
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
capacity. The focus of this lesson is for students to compare and visualize containers
with similar capacities. To begin, students will participate in a math talk – the teacher
will display a set of equations (represented by symbols) and give students time to think
about it individually. After a couple of minutes, the teacher will ask for students to
share their thinking about what each symbol equals. Following the math talk, the
teacher will lead students through an activity ‘Guess and Test Capacities’ – students will
predict which containers hold an amount shown. To follow up and challenge students,
11 Similar Capacities they will have to work together to arrange the order of containers by capacity and
explain their thinking – ‘Shampoo Bottles’. By the end of the lesson, students will have
practiced identifying similar capacities.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 Math talk image, various containers (different shapes and sizes), shampoo
bottles
12 St. Patrick’s Day Outcome(s):
  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to celebrate St. Patrick’s Day with grade 1
students. The focus of this lesson is for students to celebrate while still exploring
measurement concepts. To begin, students will participate in a math talk – the teacher
will display a WODB task and give students time to think about it individually. After a
couple of minutes, the teacher will ask for students to share their thinking about the
problem (there is no wrong answer). Following the math talk, the teacher will lead
students through an ordering by length activity that has a St. Patrick’s Day theme. By
Activities
the end of the lesson, students will have explored indirect measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 WODB task, pencils and erasers, colouring materials, Rainbow length activity,
scissors, glue sticks
13 Assessment Part 1 Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students review and
demonstrate their understanding from the unit thus far. To begin, students will
participate in a math talk – the teacher will display a WODB task and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about the problem (there is no wrong answer). Following the
math talk, the teacher will tell the students to line themselves up from shortest to
tallest, have them sit down, and then have them line up tallest to shortest. After
completing this activity, students will take note of who is taller and who is shorter than
them and head back to their seats. Students will receive the “Comparing Me”
worksheet – More Practice 4.1 and will be asked to write the name of the classmates on
either side of them. If time permits, students can be challenged to line up according to
other attributes (foot size, hair length, etc.). By the end of the lesson, students should
have demonstrated their understanding of height and length.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
  WODB task, student booklets, pencils and erasers, colouring materials
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students review and
demonstrate their understanding from the unit thus far. To begin, students will
participate in a math talk – the teacher will lead students through subitizing (3-5
images) and ask for students to explain their thinking. Following the math talk, the
teacher will review measurement terms with students – height, length, width, and
capacity. Students will then get to complete the “Size Search” worksheet – More
14 Assessment Part 2 practice 4.2. By the end of the lesson, students should have demonstrated their
understanding of height and length.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 Subitizing images, student booklets, pencils and erasers
15 Introduction to Outcome(s):
Mass and Area  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to introduce grade 1 students into the second
portion of their unit on measurement. The focus of this lesson is for students to review
and assess the prior understanding students have about mass and weight. To begin,
students will participate in a math talk – the teacher will display a WODB task and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer).
Following the math talk, the teacher will introduce students into measurement by
asking them questions: ‘Which item weighs more?’, ‘Which item covers more surface?’.
After this discussion, students will be led through the “Tell About Math” – Activity 10.1.
By the end of the lesson, students will have explored some of the vocabulary associated
with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
  WODB task, student booklets, pencils and erasers, towels (different sizes),
various objects (different weights)
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
attributes as well as statements of comparison. The focus of this lesson is for students
to be able to identify attributes that can be compared (mass) as well as to make
statements of comparison. To begin, students will participate in a math talk – the
teacher will display a set of equations (represented by symbols) and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about what each symbol equals. Following the math talk, the
teacher will read ‘George Shrinks’ by William Joyce before leading students through a
discussion using prompts. After the discussion, students will make predictions as to
which items they think will weigh more with a pan balance. The teacher will guide them
16 Examining Size
through “Glossary Words” – Activity 10.3 and show the anchor chart for mass. To follow
up, the teacher will place items on the pan balance and complete “Pan Balances” –
Activity 10.2 with students. By the end of the lesson, students will have explored mass
through various activities.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 Math talk image, ‘George Shrinks’ by William Joyce, student booklets, pencisl
and erasers, pan balance, various objects (different weights)
17 Comparing Masses Outcome(s):
Visually  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
mass by making statements of comparison. The focus of this lesson is for students to be
able to provide reasoning for their statements of comparison regarding mass. To begin,
students will participate in a math talk – the teacher will display a WODB task and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer).
Following the math talk, the teacher will challenge students to predict which item is
heavier by looking at two items. The teacher will guide them through “Can You Tell By
Looking?” worksheet – Activity 10.4. To demonstrate and clarify, the teacher will place
items on the pan balance so that all students can agree that one item weights more
than the other. By the end of the lesson, students will have explored mass through
visualization.
 Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, student booklets, pencils and erasers, pan balance, different
objects (various weights)
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
mass. The focus of this lesson is for students to develop language that describes mass
while using direct and indirect comparisons to compare objects by mass. To begin,
students will participate in a math talk – the teacher will display a WODB task and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer).
Following the math talk, the teacher will lead students through an interactive activity –
students will come up and predict which bag is heavier before demonstrating on the
18 Comparing Masses pan balance for students. Students will then complete “Comparing Masses” worksheet
– Activity 10.5. By the end of the lesson, students should be able to describe and
compare mass.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, student booklets, pencils and erasers, pan balance, various objects
(different weights)
19 Comparing and Outcome(s):
Ordering Objects  GLO: Use direct and indirect measurement to solve problems.
by Mass  SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore the
process of ordering objects. The focus of this lesson is for students to compare and
order objects according to mass. To begin, students will participate in a math talk – the
teacher will lead students through subitizing (3-5 images) and ask for students to
explain their thinking. Following the math talk, the teacher will lead students through a
thinking activity – students will imagine they are going to a fruit stand and will think of
different fruits and how much they weigh. This activity will spark discussion and allow
 students to practice ordering objects from lightest to heaviest and heaviest to lightest.
Following the discussion, the teacher will display 4 items and have students work with a
partner to put the items in order from heaviest to lightest on the “Ordering Objects by
Mass” worksheet – Activity 10.6. By the end of the lesson, students should be able to
order objects by mass.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 Subitizing images, student booklets, pencils and erasers, pieces of fruit
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore
area. The focus of this lesson is for students to develop language that describes area
while using direct and indirect comparisons to compare objects by mass. To begin,
students will participate in a math talk – the teacher will display a WODB task and give
students time to think about it individually. After a couple of minutes, the teacher will
ask for students to share their thinking about the problem (there is no wrong answer).
Comparing Areas of Following the math talk, the teacher will lead students through a visualization activity
20
Flat Shapes and discussion. Students will then complete “Glossary Words” worksheet – Activity
10.7. By the end of the lesson, students should be able to describe and compare area.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, student booklets, pencils and erasers, towels (various sizes)
21 Ordering Shapes by Outcome(s):
Area Part 1  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore the
process of ordering shapes by area. The focus of this lesson is for students to compare
and order objects according to area. To begin, students will participate in a math talk –
the teacher will display a set of equations (represented by symbols) and give students
time to think about it individually. After a couple of minutes, the teacher will ask for
 students to share their thinking about what each symbol equals. Following the math
talk, the teacher will lead students through a group activity where students will order 3
towels from least area to greatest area. Following the discussion, the teacher will give
students three triangles (Math Tool 10.3) to cut out and order as a group. To wrap up,
the teacher will guide students through “Ordering Stamps by Area” worksheet – More
Practice 10.3. By the end of the lesson, students should be able to order objects by
area.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 Math talk image, student booklets, pencils and erasers, towels (different sizes),
triangle template
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to help grade 1 students learn and explore the
process of ordering shapes by area. The focus of this lesson is for students to compare
and order objects according to area. To begin, students will participate in a math talk –
the teacher will display a WODB task and give students time to think about it
individually. After a couple of minutes, the teacher will ask for students to share their
thinking about the problem (there is no wrong answer). Following the math talk, the
teacher will explain the activity to students – students will each get a magazine and be
Ordering Shapes by on the search for 3 pictures with different areas and glue them to the “The Areas of
22
Area Part 2 Three” worksheet – More Problems 10.1. By the end of the lesson, students should be
more comfortable ordering objects by area.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson. Additionally, students will
be completing a page in their student booklets.

Resources:
 WODB task, student booklet, pencils and erasers, magazines, newspapers, glue
sticks, scissors
23 Unit Review Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.
 Overview: This lesson has been designed to review measurement with grade 1 students
through question and answer. The focus of this lesson is for students to use and apply
their measurement language answering a series of questions. To begin, students will
participate in a math talk – the teacher will display a WODB task and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about the problem (there is no wrong answer). Following the
math talk, the teacher will review the unit anchor charts – height, length, weight,
capacity, etc. After the review, the teacher will guide students through the creation of a
measurement mini-book – students will trace sentences associated to pictures as they
review width, length, height, weight, and capacity. By the end of the lesson, students
should be able to identify each of the vocabulary words associated with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 WODB task, measurement anchor charts, measurement mini-book template,
pencils and erasers, colouring materials
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to review measurement with grade 1 students
through question and answer. The focus of this lesson is for students to use and apply
their measurement language answering a series of questions. To begin, students will
participate in a math talk – the teacher will display a WODB task and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about the problem (there is no wrong answer). Following the
math talk, the teacher will review the unit anchor charts – height, length, weight,
Unit Review & capacity, etc. After the review, the teacher will guide students through the completion
24
Assessment Part 1 of the ‘Exit Ticket’ booklet – students will answer questions about length, weight, and
capacity. By the end of the lesson, students should be able to identify each of the
vocabulary words associated with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 WODB task, measurement anchor charts, ‘Exit Ticket’ booklets, pencils and
erasers
25 Unit Review & Outcome(s):
Assessment Part 2  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
 by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to review measurement with grade 1 students
through question and answer. The focus of this lesson is for students to use and apply
their measurement language answering a series of questions. To begin, students will
participate in a math talk – the teacher will display a set of equations (represented by
symbols) and give students time to think about it individually. After a couple of minutes,
the teacher will ask for students to share their thinking about what each symbol equals.
Following the math talk, the teacher will review the unit anchor charts – height, length,
weight, capacity, etc. After the review, the teacher will guide students through the
completion ‘Learning Extension’ booklet – students will answer questions about length,
weight, and capacity, as well as extend their thinking to complete a word problem. By
the end of the lesson, students should be able to identify each of the vocabulary words
associated with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 Math talk image, measurement anchor charts, ‘Learning Extension’ booklets,
pencils and erasers
26 Unit Review & Outcome(s):
Assessment Part 3  GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to review measurement with grade 1 students
through question and answer. The focus of this lesson is for students to use and apply
their measurement language answering a series of questions. To begin, students will
participate in a math talk – the teacher will display a WODB task and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about the problem (there is no wrong answer). Following the
math talk, the teacher will review the unit anchor charts – height, length, weight,
capacity, etc. After the review, the teacher will guide students through the completion
‘Learning Extension’ booklet – students will answer questions about length, weight, and
capacity, as well as extend their thinking to complete a word problem. By the end of the
lesson, students should be able to identify each of the vocabulary words associated
with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
  WODB task, measurement anchor charts, ‘Learning Extension’ booklets, pencils
and erasers
Outcome(s):
 GLO: Use direct and indirect measurement to solve problems.
 SLO: Demonstrate an understanding of measurement as a process of comparing
by: identifying attributes that can be compared; ordering objects; making
statements of comparison; filling, covering, or matching.

Overview: This lesson has been designed to review measurement with grade 1 students
through question and answer. The focus of this lesson is for students to use and apply
their measurement language answering a series of questions. To begin, students will
participate in a math talk – the teacher will display a WODB task and give students time
to think about it individually. After a couple of minutes, the teacher will ask for students
to share their thinking about the problem (there is no wrong answer). Following the
math talk, the teacher will review the unit anchor charts – height, length, weight,
Unit Review &
27 capacity, etc. After the review, the teacher will guide students through the completion
Assessment Part 4
‘Nonstandard Measurement Quiz”. By the end of the lesson, students should be able to
identify each of the vocabulary words associated with measurement.

Instructional Strategies: Instructional strategies for this lesson include direct instruction
(explicit teaching, guided worksheet), and interactive instruction (debates,
brainstorming, discussion).

Assessment: Formative assessment for this lesson will take place through teacher
observation of student participation throughout the lesson.

Resources:
 WODB task, measurement anchor charts, pencils and erasers, ‘Nonstandard
Measurement Quiz’ template