|
HOW DO YOU MEASURE UP?
Master Teacher: Gladys Tilley
Grade Level: K -
2
Time Allotment: Four
or five 45-minute class periods with student maturity level and pacing
considered.
Overview:
This lesson provides students with the opportunity to familiarize
themselves with nonstandard units of measure, different measurements used in the
real world and measurement terminology. Through
the use of videos and hands-on activities, students will achieve lesson
objectives.
Subject Matter:
Math
Learning Objectives:
Students will be able to:
ź
compare and order two or three objects according to length,
capacity or weight.
ź
find concrete objects that are about the same as, less than, or
greater than a given object according to length, capacity or weight.
ź
estimate and measure length, capacity, or weight of objects using
nonstandard units.
ź
describe the relationship between the size of the unit and the
number of units needed in a measurement.
ź
identify concrete models that approximate standard units of
length, capacity, or weight.
Standards:
From Chapter 111.
Texas Essential Knowledge and Skills for Mathematics
Subchapter A. Elementary
Grades K - 2
www.tea.state.tx.us/teks
§ 111.12.
Mathematics, Kindergarten
(K-10) Measurement.
The student uses attributes such as length, weight, or
capacity
to compare and order objects. The
student is expected to:
(A) compare
and order two or three concrete objects according to length
(shorter or longer), capacity (holds more or holds less),
or weight (lighter or heavier); and,
(B) find
concrete objects that are about the same as, less than, or greater than a given
object according to length, capacity, or weight.
§ 111.13.
Mathematics, Grade 1
(1.7) Measurement.
The student uses nonstandard units to describe length, weight, and
capacity. The student is expected
to:
(A) estimate
and measure length, capacity, and weight or objects using nonstandard units; and
(B) describe
the relationship between the size of the unit and the number of units needed in
a measurement.
§ 111.14.
Mathematics, Grade 2
(2.9) Measurement.
The student recognizes and uses models that approximate standard units
(metric and customary) of length, weight, capacity, and time. The student is expected to:
(A) identify
concrete models that approximate standard units of length, capacity, and weight;
(B) measure
length, capacity, and weight using concrete models that approximate standard
units; and,
(C) describe
activities that take approximately one second, one minute, and one hour.
Media Components:
Videos
Mathica’s Math Shop: All
Star Elf # 102
Mathica’s Math Shop: Best
Wishes # 102
Mathica’s Math Shop 2: Captain
Blunder’s Treasure #201
Web Sites
PBS TeacherSource Math
www.pbs.org/teachersource/math.htm
This web site has lesson plans, online activities, classroom resources, and
professional development projects.
The Math Forum - Teacher’s Place
http://forum.swarthmore.edu/teachers
This web site has math for all levels - Primary, Secondary, College,
University, Special Interest, General Interest (Ask Dr. Math, Teacher2Teacher
and otrher topics). The Math
Library is extensive.
All Math Homepage
http://www.allmath.com
This web site is a math site for kids and teachers.
If more creative and innovative lesson plans on specific math topics are
desired, consult their lesson plans page at
www.lessonplanspage.com/Math.htm
Materials:
For each student:
One of the following to be used as a measure - large paper
clip, small paper clip, craft stick, pencil, pen, etc. (teacher’s choice of
items); various classroom objects
For each group:
1 ruler
1 pencil
1 list of some classroom objects (teacher’s choice) may include desk, chair,
chalk ledge, window width, door width, area rug, etc.
1 - 1 cup measuring cup
1 pint jar
1 gallon jug
source of water
For teacher:
large paper clip
small paper clip
craft stick
ruler
yardstick
measuring tape
Prep for Teachers:
Cue videos to the appropriate starting points.
Prepare all hands-on materials and count to make sure there are enough
for each student participating.
Introductory
Activity: Setting the Stage
The following activities will prepare your students for lessons in measurement,
provide them with the ability to use nonstandard units of measure, standard
units of measure and the opportunity to use measurement terminology.
Learning Activities:
Lesson 1: Familiarizing
students with nonstandard and standard units of measure
Tell students they will be learning about measuring and how
to measure using nonstandard units. Show
students a large paper clip, a small paper clip and a craft stick.
Tell students these items will be used as nonstandard units of measure
because none of them will measure an object the same.
Show them a ruler, a yardstick and a measuring tape.
Demonstrate how these three measuring devices will measure a craft stick
the same because they are each marked with a standard way of measuring.
Give each student one of the following - large paper clip,
small paper clip, craft stick, pencil, pen, etc. (teacher’s choice of objects
depending upon availability). Ask
them to find an object in the room that measures approximately the same as their
nonstandard unit of measure. When
all have selected an object, they will share with classmates.
Model the sentence structure for students to use - “An index
card is about as long as the craft
stick.” After sharing,
students exchange items for each to compare the length of a classmates object to
their nonstandard unit of measure to see which was taller, shorter, longer. If Math Journals are used, students will draw their
nonstandard unit, item found of the same approximate length and their
classmate’s item, labeling it longer than, shorter than, or taller than.
Ask students to tell if using nonstandard units of measure would help in
constructing a building. Why or why
not? Tell students that measuring accurately is a skill everyone
needs to learn and that it is a skill that everyone uses. Close this lesson by reviewing the difference between
nonstandard and standard units of measure.
Lesson 2: Identification
of some nonstandard units of measure and how they were used
Provide students with a Focus
For Media Interaction by asking them to watch the videos Mathica’s
Mathshop’s All Star Elf and Best Wishes to see if they can name the nonstandard units of
measurement used by Mathica and what Mathica used to compare the measurements.
Begin All
Star Elf video where Mathica is looking out of the window with binoculars
and saying, “Well, sports fans, its been a beautiful day for the All Star
Games here in the Land of Tales.”
Stop and Fast Forward video
to Best Wishes. Begin video
where Mathica is rubbing the lamp and the Math Magician is saying, “Gently.”
End video when Jamil puts on
the fisherman’s hat and says, “A size 8. Perfect.
A thousand thanks.”
Ask learners to tell what Mathica used to measure how high
Jack jumped. (candles) Ask, “How did Mathica decide which candle was the
tallest? (She lined them up from shortest to tallest.)
Ask, “What nonstandard unit of measure was used to measure the tallest
candle?’ (her hands) Ask, “How many hands tall was the tallest candle?”
(about 5 hands) Ask, “Do you
think that your hands would have measured the candle the same as Mathica’s?
Why? Why not? (Hands are different sizes.)
Ask, “How many hands high did Hare jump?”
(10 hands high) Ask, “Why
didn’t Mathica’s hands and Hare’s hands measure the candle the same?”
(Their hands were not the same size.)
Say, “Next was the water-fetching contest. How was the water measured?” (The giant’s egg cup was
used.) Ask, “How much water did Jack and Jill fetch?”
(5 egg cups full.) Ask,
“How many giant egg cups did the Hare fill?” (8).
Who fetched more water?” (Hare)
Ask, “What did Mathica use to compare and show who won the jumping and
water fetching contests?” (a graph)
Say, “In Best
Wishes, what was measured?” (Jamil’s
head) Ask, “What unit of
measurement was used?” (chain links) Ask,
“What nonstandard units of measure did Mathica use in the two videos?” ( her
hands, a giant’s egg cup, and chain links)
Lesson 3: Volume
and capacity
Provide students with a Focus
for Media Interaction by telling them that
they are going to watch a section of video they have watched before and
that you want them to tell you what is being measured and how.
Start the All
Star Elf video where Mathica is looking out of the window and is saying,
“Coming up next is the event we’ve all been waiting for.”
Pause video when the Math Magician says, “Who fetched the most
water - Jack and Jill or the
Hare?” Have students look at and
discuss the amount of water brought in by the contestants and determine who
brought in the least and the most water. When
this is decided, resume the video
where it was paused so that students may check their decisions.
Stop and rewind
the video when Mathica says, “Announcing the winner of the water-fetching
contest - the Hare. Ask, “What
was being measured?” (water) Ask,
“How was it being measured?” (by egg cups) Have students tell if egg cups
are standard or nonstandard units of measure and why/why not. (They are not
standard units of measure. Egg cups
come in various sizes.) Tell
students when they discuss capacity and volume, they are sometimes talking about
how much a container will hold. In
the video just watched, volume was how much each contestant brought in as
measured by the giant’s egg cup. Tell
them that in the next video, Captain
Blunder’s Treasure, they are to watch and be able to tell how volume is
measured.
Start video
where the Math Magician is seated and says, “It has been a peaceful holiday.
The first I had taken in many a day.”
Pause and rewind
video when Captain Blunder tries to pick up the cooler and can’t.
Ask students to tell what was used to measure the volume of the cooler,
how many gold bricks did the cooler hold and whether or not volume or capacity
always means a liquid. Review the
three lessons.
Lesson 4: Using
standard measurements - rulers and cups
Give each group of students rulers and 1-cup measures.
Give each group the same list of classroom items to measure (desk, chair,
chalkboard ledge, door width, window width, area rug, etc.)
As each object is measured, the group’s reporter writes the measurement
beside the name of the object measured. When
this is done, give each group the pint jars and a measuring cup.
Have them fill the jar using the measuring cup.
Again the reporter records how many were used.
Then let them use the cup to measure how many cups will fill a gallon
jug. When this activity is
completed, students return to classroom to discuss and compare their findings.
Culminating
Activities:
To give students hands-on experiences using measurement,
the following activities may be used.
1. Volume
and Capacity
Have several jars (the same size - ex.
pint jars) ready for use. Divide
class into groups - no more than four per group.
Take students outside. Give
each group 2-pint jar and a different measuring device (ex., spoon, laundry
scoop, thimble, baby food jar, medicine cup, etc.)
Have each group fill its pint jar counting how many ’spoons’ were
used. When each group has completed
the counting, they return to the classroom to chart and discuss their findings.
Have them discuss why the measurements are all different and now they
could make their findings the same. Note:
This activity may be done over several days using different type
containers and measurers. Then have
student groups use the same measurers for the containers and compare the
measurements.
2. Have students write math problems involving measurement.
They exchange problems with a classmate and solve the problems posed.
3. Ask
students to choose a favorite toy to measure at home.
Bring the measurement and toy to school and compare measurements to
determine whose toy is the longest, tallest, shortest, widest, etc.
4. Have
students pair up and estimate each other’s hand length.
Measure and compare. Change
partners and repeat activity.
5. Have
students write their names on one-inch graph paper, count the letters to see who
has the most letters and use a ruler to see whose name is the longest.
Cross-Curricular
Extensions:
VISUAL ART
Have students write their names on one-inch graph paper, color the squares, cut
out their names and glue to a poster board to visualize the names from shortest
to longest.
VISUAL/KINESTHETIC/MATHEMATICAL
Bring in a melon. Have learners
estimate its circumference and cut a length of yarn they think will go around
it. Measure the length of yarn around melon. The yarn, with
student’s name attached, is taped to a chart under one of the following
headings - too short, too long, just right.
SCIENCE
When studying plants, have students each grow a plant of their choice from seed.
When the seed starts germinating, have each student measure his/her plant
weekly and record the growth in his/her science journals.
At the end of a month compare them to determine whose plant grew the
most.
KINESTHETIC/MATHEMATICAL/VISUAL
Have each student bring two or three containers from home.
Measure to see how many is the same size.
Compare container heights as they are ordered from tallest to
shortest/shortest to tallest.
Community
Connections:
ź
Invite a parent who sews to visit the class to talk about how
important accurate measuring is to a seamstress and then show something the
parent has made.
ź
Take a field trip to a local grocery store and look at the
different sizes of containers used.
ź
Invite a quilt maker to visit or visit the quilt maker’s shop to
see how quilt pieces are measured and cut and to see finished quilts.
ź
One the local school district’s carpentry classes or carpentry
teacher may wish to come and demonstrate how measurement is used.
Accuracy is discussed.
ź
A local builder or architect may be invited to show how
measurement is used in his/her work. The
importance of accuracy is discussed.
ź
A tailor or dressmaker could be asked to demonstrate how
measurement is used in his/her work. The
importance of accuracy is discussed.
ź
A pharmacist/druggist may be asked to visit the class or the class
my visit a pharmacy to observe how measurement and accuracy of measurement is
used in the preparation of medicines.
ź
An interior designer may be asked to demonstrate how measure is
used in his/her profession.
Updated: October 01, 2007
|
