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# Math: Measurement

I. Purpose:

## Develop an understanding of the use of non-standard forms of measurement

for length.
1.9 The student will use nonstandard units to measure length, weight/mass,
and volume.
1.10 The student will compare, using the concepts of more, less, and
equivalent,
a) the volumes of two given containers; and
b) the weight/mass of two objects, using a balance scale.

II. Objectives:
Using unifix cubes and other manipulative the student will measure using
non-standard units of measurement.
The students will place objects in order of height from least (smallest) to
greatest (largest).
III. Procedure:
a. Introduction
The teacher will gather the students on the carpet.
The teacher will show students various objects that are found from around the
classroom.
The teacher will position these objects for student view on the easel.
The students will use their sight to determine which object is the largest and
which object is the smallest.
The group will work together to order the objects from tallest to shortest.
b. Development
The teacher will demonstrate to the students how each student will assemble
their own flower.
The teacher will explain that each student will measure how many unified
cubes their flower is and write that amount on a notecard that will be given to
them once they have made their flowers.
The teacher will demonstrate that students are to measure their flower from
lowest point to tallest point.
The teacher will model what the students are to write, My flower is _____
cubes tall, and post this on a blank flipchart.
Students will receive one piece of construction paper to cut out the shape of
their flower, a square to cut the center of their flower, a stem, and a rectangle
to cut a leaf for their flower.
c. Summary

## The students will measure their flowers using unifix cubes.

The students will write, My flower is _____ cubes tall, on their notecard.

## IV. Materials needed for the lesson

construction paper
square of construction paper
stem (green construction paper)
a green rectangle construction paper
glue sticks
unifix cubes / non-standard measurement object
scissors
note cards
pencil
flipchart
smartboard
V. Evaluation Part A: Pre-lesson assessment
The teacher will walk around the students observing how the students measure
their flower.
Did the student measure from tallest to lowest point on the flower?
Could students put objects in order of height from largest to smallest?
VI. Adaptations/Remediation (For students with learning challenges)
Students who have difficulty will receive step-by-step directions.
Teacher will work one-on-one with student as needed.
VII.
Students who quickly finish the lesson may have access to other non-standard
objects to measure their flowers.
VIII.
Evaluation Part B: Post-lesson assessment and reflection. Did the students meet
How do you know?
What were the strengths of the lesson?
What were the weaknesses?
How would you change the lesson if you could teach it again?

Math: Measurement
Friday, April 16, 2015
I. Purpose:

## Develop an understanding of the use of non-standard forms of measurement

for length.
1.9 The student will use nonstandard units to measure length, weight/mass,
and volume.
1.10 The student will compare, using the concepts of more, less, and
equivalent,
a) the volumes of two given containers; and
b) the weight/mass of two objects, using a balance scale.

II. Objectives:
Using the non-standard units provided, the students will be able to use nonstandard units to measure length.
The students will order the given pieces of yarn by length, from shortest to
longest.
III. Procedure:
a. Introduction
The teacher will gather the students on the carpet.
The teacher will explain that the students will be learning more about
comparing lengths and measurement.
The teacher will place the students into pairs (same as center partners)
The teacher will explain that each of the students will receive baggies with
pieces of yarn in them.
The students need to place the pieces of yarn in order from shortest to longest.
The teacher will walk around to observe the student partners.
b. Development
Once the students have had their yarn order checked, the teacher will hand out
the measure a friend worksheet for the students to use to measure one another.
The teacher will explain that they are filling their sheet out on how they
measured their partner, not themselves.
The students will be given access to a variety of non-standard units to use for
measurement
c. Summary
After completing the top portion of the sheet the students will fallout the
lower portion explaining what they learned about measurement.
When finished the students will turn their sheets in in the front basket.
IV. Materials needed for the lesson
non-standard units for measurement

## Measure a friend worksheet

9 bags of pre-cut yarn
pencil

## V. Evaluation Part A: Pre-lesson assessment

Could the students use the non-standard units provided to measure their
partners length?
Could the students order their pieces of yarn from shortest to longest?
VI. Adaptations/Remediation (For students with learning challenges)
Students who are having difficulty mastering the concept of measurement
with non-standard units may receive one-on-one instruction from the teacher.
VII.
Students who quickly master the concept of non-standard units of
measurement, may use standard forms of measurement as an additional means
of measuring their partner.
VIII.

## Evaluation Part B: Post-lesson assessment and reflection

Did the students meet your objectives?
How do you know?