Measuring Up

Procedure

Task 1:

Activate and Assess Prior Knowledge
Teacher note: The concept of measuring length as a comparison of what one is measuring and the tool that is being used to measure is addressed in kindergarten MST Standards/Performance Indicators K.M.1 Name, discuss, and compare attributes of length – longer than, shorter than; AND K.M.2 Compare the length of two objects by representing each length with a string or a paper strip) These concepts, as well as the skill of estimating or being able to predict how many units will equal what is being measured, are important for success in mastering the new skill of measuring length with non-standard units.

Anticipatory Set:
Students are assessed informally by "popcorning" (calling out randomly) answers to the question "How do we measure things?" Teacher lists the ways that students brainstorm on large paper to keep for further reference. Students will then answer the question "Which of these ways are ways that we can measure how long something is?" Teacher circles correct answers given and lead discussion regarding answers that are not appropriate ways to measure length (e.g. using a scale or balance).

Model / Demonstration:
• Teacher asks students for help to measure the length of a long bookcase in the classroom so that it can be moved somewhere that it will fit. Answers for ways to measure are all accepted, and misconceptions about length or measurement that become apparent are addressed.
• If student suggest a ruler or yard stick, students are told none are available. A ball of string or yarn should be visibly within reach to prompt student idea of measuring with string. If students do not offer the idea of measuring with the string, teacher prompts students with the idea.
• Students observe as teacher cuts a small piece of string and lays it along the top of the book case. Teacher tries to stretch piece of string to match length of bookcase.
• Student give thumbs up or thumbs down when asked if the string is the right length.
• Students inevitable tell teacher string is too short.
• Students observe as teacher cuts a piece of string much longer than the bookcase. Teacher zigzags string to make ends of string meet ends of book case. Students tell teacher a shorter string is needed, so teacher returns to first string, still unable to measure the bookcase.
• Class discussion follows.

Class Discussion/ Guided Practice:
• Students discuss the problem with a partner.
• Share ideas (whole group) of how to measure the bookcase with the string while teacher scribes on large chart paper.
• Student examples include: cutting long string a bit shorter, using several small strings, laying string along the top of bookcase or in front of bookcase and cutting, and working together to hold the string at one end of the bookcase while a friend pulls the string and cuts at opposite end of bookcase.
• Student pairs test their ideas as they are given; all tries are acknowledged with an affirmation from class/ teacher in the form of applause, thumbs up, etc. Teacher circles ideas on chart paper that proved to be useful.
• Estimate how many pieces of original short string would be needed to measure the length of the book case. Check answers. Invite students to double check.
• Estimate how much of the original long string would be needed to measure the length of the book case. Check answers. Invite students to double-check.
• Students are reminded of the word “estimate”

Independent Practice:
Students do first two problems of Estimate It worksheet.
Teacher corrects answers and redirect where needed.

Diagnostic Assessment:
Problems 3-5 of Estimate It worksheet.

Task 2:

Anticipatory Set:
Teacher displays objects that may be used as non-standard units of measurement: pennies, paperclips, popsicle sticks, linking cubes, etc. Students give ideas for how each item is used (pennies to buy things, paperclips to hold papers together, popsicle sticks for crafts, etc.) Teacher explains to the students that today they will use these things in a new and different way.

Model:
• Students view math book and brainstorm how to find out the length. Students may suggest that a ruler be used, or another tool to express standard measurement, or they may suggest the string used the previous day. Tell the students that no ruler, string, etc. is available.
• Teacher explains that the items that have been displayed may be used to measure. Students choose the non-standard unit of measure to be used. Model the correct way to measure using the chosen unit.
• Student or teacher records findings on white board or large paper using words and pictures to record data.
• Students choose a method of non-standard measurement for measuring the length of a large object, such as long bookcase.
• Discuss why choices are appropriate or inappropriate based on the size of the non-standard unit.
• Students brainstorm other non-standard measurement. Hands and feet should be included.
• Students choose a unit of non-standard measurement to measure a vertical item, such as the class calendar. Teacher models an effective procedure for measuring vertically, such as using two units in a step, or stacking fashion (using two units of measure to alternate).

Guided Practice:
• Students are offered a variety of non-standard measuring tools at their tables. Students choose a unit to measure their math books.
• Students are encouraged to double check their own and a friends work.
• Student or teacher records findings and students compare their own findings with other students.
• Discuss differences in measurement, including why students who used the same unit might get different results, and why different units produce a different numerical answer.

Independent Practice:
• Students explore measuring other available items, such as pencil cases or erasers that all children have access to.
• Share in small groups (learning clubs) about items they measured.

Closure:
Gather back on carpet to share what was learned in math today. Students volunteer to state something learned; students affirm by thumbs-up sign to acknowledge accurate statements. The skill of measuring with each single unit adjacent to the next in a straight line to facilitate accurate measuring should be reviewed at this time.

Extension: Teacher may utilize Power Point slides to demonstrate accurate measuring. This was the area in most need of instruction for this class, and I would anticipate other first grade classes.

Task 3:

Anticipatory Set:
Teacher states: "Yesterday we measured different items in our classroom using different units of measure." Give examples of the units used. Say: "Some of us were trying to measure big things with small units of measure, and small things with large units, and it wasn't working out very well. Today we will practice using units of measure that make sense for what we want to measure." View Franklin transparency.

Guided Practice:
• Discuss appropriate non-standard units of measure. Say, "Franklin is getting a new playhouse. We need to measure Franklin to see if he will fit in the new playhouse.
• Display units of measure on transparency. Include units such as large paperclips, pennies, and single base ten cubes.
• Say: "First we need to know how tall Franklin is. When I look at the units we have I think that the paper clips or pennies would be best to use. Franklin is very tall and the cubes are very small. It would be easier to measure Franklin with a larger unit." Demonstrate how to accurately measure Franklin with either the paper clips or the pennies.
• Say: "Next we need to measure Franklin's feet for new shoes. What would be a good choice to measure Franklin's foot?" Students should conclude that a smaller unit is a good choice because Franklin's foot is quite small.

Independent Practice:
• Students work in pairs. Review guidelines needed for working with a partner.
• Students work with partner to measure two things in the classroom of their choice. Teacher circulates among the children to informally assess students' understanding (Class Grid). Teacher encourages students to problem solve together, but instructs students to raise hand to ask for help if unable to solve a problem in the pair.

Closure:
• Gather the students in a circle on the floor to share findings. Share problems encountered or difficulties measuring and brainstorm with large group how to solve any unsolved measuring problems.

Task 4

Assessment:
• Teacher explains Measure Up assessment problems.
• Students observe as teacher models for the children how to complete the two parts of the assessment by folding assessment in half and focusing on one item at a time to measure.
• Students observe as teacher models choosing two units of non-standard measurement to measure each item chosen from the given set of items.
• Student self-evaluation is presented and explained to students.
• Students work individually to measure two things from a pre-chosen group of items displayed at their learning clubs. Units of measure from which each student may choose should also be provided at the learning club. (Note: A word wall with vocabulary should be displayed for student use. Because of the grade level, allow for invented spelling and drawing.)
• After students have completed the assessment, students complete self-evaluation (Appendix 3) independently or with teacher assistance.
• Student and teacher conference and discuss self-evaluation with teacher feedback.

Note: This learning experience may take two to five days depending upon students' prior knowledge and level of understanding. An appropriate place to divide the second lesson is between the independent practice and assessment piece. With any additional day, an anticipatory set that includes modeling how to measure length using non-standard units of measurement should be included to reinforce what the students were previously taught.

Closure:
To link this activity to subsequent lessons on standard units of measurement, the following procedure may be followed.

• Students gather on rug to share what they have learned about non-standard measurement. Students may share what they learned about how to measure (skills) or concepts about measurement.
• When students have shared all their ideas, teacher states that the book case has still not been moved, and asks for a new idea for measuring, based on what has been learned (compare Day 1).
• Students suggest ways to measure until the idea of using feet (body part, not ruler) is stated or solicited by teacher.
• Students observe as teacher measures book case by walking heel to toe along the floor in front of book case.
• Student volunteer double checks teacher’s measurement with student’s feet. (Note: The volunteer should be a child with feet considerably smaller than the teacher’s.)
• Students observe and comment on difference in measurement.
• Students are told that tomorrow they will begin to learn about a more consistent way of measuring (standard units).
Note: At some point in following lessons the bookcase should physically move bookcase, to complete the real-world aspect of the LE as mentioned on Day 1.

Classroom Management:
The students are familiar with the general rules of the classroom as follows:
• Follow directions the first time.
• One person speaks at a time.
• Keep hands and feet in your own space.
• Follow our classroom procedures.

The students are familiar with the procedures for working with manipulatives as follows:
• Manipulatives are to be used as directed by the teacher (tools, not toys).
• Manipulatives need to be kept in the students own space during use.
• Manipulatives are put away in the right container when students are finished.