You are on page 1of 3

Lesson Title: How Long Is It?

- Using nonstandard units to measure objects and comparing the length of objects Grade Level: 1 Assessment The students are instructed to answer two questions by drawing picture representations of each answer on an Exit Ticket. This ticket will be collected by the teacher and will be used to assess student knowledge of comparing the length of multiple objects. The teacher will also use observation to check to see if students understand the proper use of nonstandard units to measure objects. The teacher will use a checklist to keep record of whether or not each student understands this concept of measuring. Alignment PDE SAS 2.3.1.B: Use concrete objects to measure length by repeating and the number of nonstandard or standard units.

Common Core CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Vocabulary: measure, record, whole number Objectives: The student will measure objects using nonstandard units of measurement The student will compare two objects by stating which object is shorter/longer The student will compare more than two objects by stating which object is shortest/longest Essential Question: How can I measure objects without using a ruler? Duration: 30 40 minutes Materials Chart paper Book: How Long Is It? Learning to Measure With Nonstandard Units by: Elizabeth Kernan Paper clips String or yarn

Pennies Pencil Notebook Paper Clipboards Suggested Instructional Strategies Scaffolding: the teacher will first model the technique of measuring using a nonstandard unit then allow the student the opportunity to practice the technique individually. Modeling: the teacher will demonstrate how to measure using a nonstandard unit of measurement. Skill/Concept: the student will use information or conceptual knowledge about measuring objects and follow two or more steps with decision points along the way. Explicit Instruction: the teacher will direct the students attention toward measuring objects using a specific unit of measurement in a structured environment focused on producing a specific learning outcome. This involves modeling skills, thinking aloud, setting a purpose and guided practice. Instructional Procedure Before: Prior to the lesson, the students will be asked this question, What tools can you use to measure objects such as your foot, the classroom, or your desk? The teacher will record the answers on chart paper. 1. 2. During: 3. 4. 1. Read the book, How Long Is It?: Learning to Measure With Nonstandard Units written by Elizabeth Kernan. 5. 6. 2. The teacher and students will discuss the objects that were used to measure in the story and then create a list of nonstandard units of measurement. 7. 3. The teacher will introduce the 4 rules of measurement: - Nonstandard items need to touch - Measure from end to end - Measure in a straight line - Do not mix nonstandard items i.e. do not use paper clips and yarn to measure the same object 4. The teacher will model the procedure of measuring an object using a nonstandard unit of measurement. i.e. using pennies to measure the length of the chalkboard eraser. 5. The teacher will model the act of recording the measurement data. The teacher will fold the piece of chart paper in thirds vertically, creating three columns. In the left column on the chart paper the teacher will draw a simple picture of the object being measured. In the right column, the teacher will draw a simple picture of the unit that is being used to measure. After measuring the object, the teacher will write the length of the object (in whole number form) in the middle column. 6. The students will be given a clipboard with a piece of paper. They will be instructed to record their measurements on that piece of paper, just as the teacher did with the chart paper.

7. The students will be given time to measure three classroom objects using nonstandard units of measurement using the following items to measure: paper clips, string or yarn, and pennies. Objects to measure include a desk, a pencil, or a book. 8. Once each student has measured three items, the teacher will lead the class in a discussion of the items that were measured and which units of measurement were used and the teacher will record the responses of only one type of measurement and one type of object. i.e. a student desk and pennies. 9. The teacher will use this information to guide the students in thinking about the length of objects. 8. After: Once each student has had an opportunity to share their recordings, and the teacher has recorded the specified data, the students will be asked, Which object is shorter? Which object is longer? Which object that we measured is the shortest? Which object is the longest? The students will be instructed to draw the picture that answers each question and that piece of paper will be used as an Exit Ticket. Accommodations If this activity proves to be too difficult for a student, the student will be paired with another student and will be allowed to work with this partner for the remainder of the activity. If this activity proves to be too simple for the student. If this activity proves to be too simple for a student, the student will be asked to explain the steps and procedure to another classmate and work with another classmate for the remainder of the activity. The student will also be given more nonstandard units of measurement to use for measuring more objects around the classroom.

You might also like