Measuring Up

Learning Context

Grade level/ general ability:
First grade or equivalent academic level.

Purpose:
The purpose of this learning experience is to allow students to demonstrate their understanding of measuring length using non-standard units. The students need to choose appropriate methods of non-standard measurement for the real-world items they have chosen to measure. Students increase listening skills as tasks are performed.

Standards Addressed
Learning Standard: MST - Math Science Technology
Standard: MST 3 –Mathematics
Performance Indicator: 1.M.2 Use non-standard units (including finger lengths, paper clips, students' feet and paces) to measure both vertical and horizontal lengths

Learning Standard: ELA – English/Language Arts
Standard: ELA – Listening Standard 1
Performance Indicator: ELA Listening 1.1.3 Follow directions involving a few steps.

Enduring Understanding:
• Real-world items may be measured by various means.
• Measurement is a comparison between what is being measured and a suitable standard of measure. (Burns, p. 46)

Essential Question:
• How do we measure things in our world?

Guiding Questions:
• How can we measure and record the length of an object?
• Are some units of non-standard measurement better than others for large objects? Small objects? Vertical objects? Horizontal objects?

Diagnostic Questions:
• What is length?
• How can length be measured and recorded?

Goals/Objectives to be achieved:
• Choose appropriate non-standard units to measure real-world items.
• Measure chosen items accurately to within one unit of measurement.
• Follow directions given both verbally (orally) and visually.

Overview of what students need to know and be able to do to succeed
Prior to Learning Experience:
• Demonstrate an understanding of the concept of length.
• Demonstrate an understanding of the concept of measurement. (See teacher note – Day 1)
During and After the Learning Experience:
• Be aware of various ways to measure length using non-standard units (e.g. paper clips, pennies, linking cubes, finger lengths, etc.).
• Follow verbal (oral) directions.
• Record mathematical data in writing (or by an alternative method of recording for students who possess related disabilities).

Key Subject-Specific Vocabulary:
The following words may be used at the teacher’s discretion for a math word wall in the classroom. Definitions are provided for the use of learning experience.

Data: Information that someone has collected.

Estimate: An approximate judgment or calculation. Child friendly: An answer that is close to an exact answer.

Length: The longest extent of any item measured end to end in a straight line. Child friendly: How tall or long something is when we measure it in a straight line from end to end.

Measure: To compare something that is being measured with a suitable standard of measure (Burns, p. 46). Measurement is never exact, only a best approximation.
Appropriate standard of measure: For the purpose of this learning experience a suitable, or appropriate standard of measure is a unit which is the half length or less of the item being measured. In addition, the unit should not require the student to have to count and record numbers beyond 20-40, depending on the skill of the student.

Unit of measure: Anything used to measure (compare to) an item.
Non-standard unit: A unit that may change from person to person, or a unit that not everyone might use. For example, using your hands or feet, which are different sizes for each person, or using linking cubes, which everyone might not have.
Standard unit: A unit that never changes; it is the same for everyone. For example, an inch and a centimeter are standards units of measure.

Vertical: Perpendicular to the plane of the horizon. (Compare horizontal) Child friendly: Straight up and down; tall like the wall.
Horizontal: Perpendicular to the vertical; level with the flat ground or horizon. Child friendly: Straight across; flat like the floor.