Unit Title: Non-Standard Measurement Mini-Unit Name: Jacqueline Lahaise

Number of Lessons: 8 Subject(s): Math

Time: (in weeks) Grade(s):

2 1

Rationale & Overview: Measurement skills are important skills for students to gain, because they apply directly to their everyday lives. This unit comprises activities that are meaningful and relevant to students, with many hands-on and concrete experiences to build a strong foundation for future skills in measurement and spatial sense. In this unit, students will estimate, measure, and compare using whole numbers and non-standard units of measure. As they take part in the hands-on investigations and problem solving exercises, they will begin to realize the importance of measurement in the world around them. Prescribed Learning Outcomes from IRPs: Curriculum Organizer: Shape and Space Measurement C1 demonstrate an understanding of measurement as a process of comparing by identifying attributes that can be compared ordering objects making statements of comparison lling, covering, or matching Prerequisite Concepts and Skills: Students should have been introduced to, and have a very basic and beginner understanding of direct comparison for length, mass and volume, as learned in their Kindergarten Shape and Space Unit. Teacher Preparation Required: Create worksheets for lessons 1, 2 & 4. Prepare placemat worksheet for students who finish early. Make photocopies for all students. Gather all materials needed for Matching Box lesson 4, and supplies for all other lessons: straws, paper, unifix cubes, pencils, scissors, tape. Prepare materials, worksheets and lessons to ensure all materials are ready prior to teaching lesson. Cross-Curricular Connections: Direct connections to other subjects can be found in Lesson #2 (English Language Arts and Art). Further cross-curricular connections could be made with extensions to Physical Education (ie. making comparisons in length of sports equipment, fields, choosing appropriate length of hockey sticks according to height, etc), Science (ie. within the organizer Processes and Skills of Science, students could further extend their classification skills to include science specific classification systems, and comparisons), and Art (ie. students further extend their understanding of length in various art projects consisting of directions to cut items shorter than or longer than, a specified length, etc).
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Extensions to Unit: After this lesson, further lessons could be designed around extending estimation skills, and enhancing students knowledge of non-standard measurement of mass and volume. Students could further explore and connect meaning to measurement and the world around them (ie. how tall you need to be to go on a ride at the fair, Extension to Lesson 2: Students may be given additional items in which they can estimate and measure objects. (ie. pennies, paperclips) Furthermore, students can be asked to measure the length of their desk, and the width of their textbook using these additional items as opposed to just the unifix cubes. Extension to Lesson 3: Students can decorate their worms. Worms can be hung up across the classroom, or above the chalkboard end to end and as a class, students can count how many inchworms long the class/board is. Extension to Lesson 4: Students can draw examples of items that match. Or, students can go on a scavenger hunt around the classroom and find items that they can group together. Differentiated Instruction: The teacher will have precut straws, and worms cut to make lessons 1 and 3 less challenging for students who may have difficulty with fine motor skills. The teacher will modify certain activities to include measuring fewer items for students who struggle. The teacher will provide extra support and spend more time with students who require additional support. The teacher will explain each lesson and write simple directions on the board for those students who may have auditory difficulties, or are ESL learners. Students may be given the choice to speak their answers and sentences to the teacher if they are not comfortable writing them down. The higher level learner will also be encouraged to assist other students who may be having trouble with the assignment if they so desire. Students who finish early or may find an activity not challenging enough, will be provided with a worksheet to further extend their understanding and learning on non-standard forms of measurement and classification. Furthermore, students can be directed to extend the activities in the lesson as outlined above in Extensions to Unit. Resources: Lawson, J., Bowman, J., Haggart, C., Johns, B., & Kolson, Kara. Hands-On Mathematics: Grade 1. Winnipeg: Portage & Main Press, 2007 Print. Van de Walle, John A., and Sandra Folk. Elementary and Middle School Mathematics: Teaching Developmentally. Second Canadian Edition. Toronto, ON: Pearson Education Publishing, 2008 Print.

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Overview of Lessons:
Lesson # and Title (time in minutes) PLOs in lesson (a) Instructional Objectives (b) Teaching Strategies Lesson Activities Assessment Strategies Materials (Specific to This Lesson)

#1 Intro to NonStandard Measurement: Sort by length 35 minutes

C1

(a) TSWBAT order and sort straws by length. Write a statement comparing the order of their straws. (b) Individual Seatwork Physical Movement Hands-on Manipulatives Math Word Wall

#2 Cube Trains 40 minutes

C1

(a) TSWBAT estimate the number of cubes it would take to make a train of the same length. Describe, in their own words, the process they used to measure the

Introduction: Questioning Ask students if they think they are taller than or shorter than the line drawn on the SmartBoard. Physical movement students will move to a side of the classroom representing a taller and shorter side. Seat work using Hands-on Manipulatives Students will cut straws, order them, and tape them on paper. Students will make simple statements of comparison about their straws. Wrap-Up: Clean up and put away supplies. Hand in worksheet Clarification of concepts Teacher will hold up objects and ask students to raise their hands if they believe item a is taller than item b, etc. Introduction: Questioning Teacher will ask students for their ideas on how objects can be measured. Teacher will introduce unifix cubes as a means of measurement.

Teacher Observation of Student Understanding and collection of worksheet.

Straws Scissors Tape Blank paper SmartBoard

Teacher Observation of Student Understanding. Collection of worksheet. Rubric of Understanding.

Unifix cubes Pencils (one for each student) Worksheet

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pencil. (b) Questioning Partner Work Teacher Modeling Hands-on Manipulatives

Teacher modeling Teacher will demonstrate and explain estimations and the activity. Partner Work, Hands-on Manipulatives & Skill development Students will work with a partner using unifix cubes to explore estimation and non-standard measurement. Wrap-Up: Clean up and put away supplies. Hand in worksheet. Closure Questioning As a class, have each pair share their estimates and results. Record these on the class chart on the chalkboard. Discuss differences and similarities in results, and use this data as a means of stressing the importance of accuracy when measuring. Tell students that in the next lesson they will discover a different way to measure things. Introduction: Questioning Teacher will ask students to recall how they measured the pencil from previous days lesson, and if they can think of any other way to measure things. Story Time Teacher will read the story, stopping to pose questions to the students. Teacher will replace the word Checklist of completeness and understanding of math worksheet including anecdotal comments. Inch by Inch book by Leo Lionni Construction Paper Scissors Pencils Worksheet

#3 Link to Literature 40 minutes

C1

(a) TSWBAT create their own non-standard measuring device (worm) and measure various classroom objects. (b) Questioning Storybook Art Skill Development Math Word Wall

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inchworm with worm as to not to confuse students. Art & Skill development Students will cut out their own worm and use it, following the worksheet, to measure various items around the classroom. Wrap-Up: Partner Sharing Have students tell their elbow partner about 2 object they measured during the activity, and one object they would like to measure at home. Class discussion on differences in measurement. Clean up and put away supplies. Hand in worksheet. #4 Matching Box 30 minutes C1 (a) TSWBAT identify attributes of objects and how those attributes can be used to compare items. Match similar objects according to their own classification system. (b) Partner Problem Solving Hands-on manipulatives Discovery Introduction: Rubric of Partner Problem Solving & Hands-on understanding of Manipulatives concept. Students will work together to classify objects into like pairs. Students will explain their reasoning behind grouping objects together. Wrap-Up: Clarification of Concepts Teacher will ask students to recall ways in which they measured objects in the class this week. (Using popsicle sticks to randomly draw students names) Box containing objects students can match by length (ie. straws, paperclips, pipecleaners, strips of paper, pennies, etc) Worksheet to record findings.

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