Hands on Measurement for K-2 Learners

Hands On Measurement April 5, 2007 By Michelle Flaming

Agenda
Measurement
Opening Activity
Activities from my Hands on Measurement Book
Integrating with Science - Bentley Richert
NCTM Research/Student Interviews

Linear to Data
Draw a line on a piece of paper.
Measure your line to the nearest cm.
Label your line. ____ cm
Line up from the shortest to longest line.
Teacher “posts” the papers.
Using the data from your lengths of lines, determine:
Draw the minimum line
Draw the maximum
Draw the mode (if there is one)
Draw the median
Draw the range

NCTM Measurement Standards:
Student:
- Understands measurable attributes of objects, units, and appropriate tools.
Applies techniques, tools, and formulas to determine measurements.

Activities We Will Explore:
A Nonstandard Ruler? ................................................................................1
C Is For Conversion .....................................................................................5
How Much Can I Do In One Minute?.............................................................11
Literature Connection:
Counting on Frank ....................................................................................23
Game Time ............ ..................................................................................25
Jim and the Beanstalk ..............................................................................29
Put Your Best Foot Forward .......................................................................31
Tick Tock Time Flys By! ...........................................................................33

Standard 3: Geometry Benchmark 2: Measurement and Estimation
Most widely used applications of mathematics.
Bridges geometry and number.
Hands-On Experiences
Comparing objects:
This blue pencil is longer than the red pencil.
The basketball is bigger than the tennis ball.

Classroom Discourse
Explanation of Results
Builds students conceptual and procedural knowledge.
Helps teachers learn about students understandings and misconceptions.
Helps to build vocabulary.

Teacher Questions
After students have measured the desk using paper clips, ask what would happen if you measured with your crayon? Would the amount be more or less?
If they were to measure the distance to the lunchroom, what measuring tools would be appropriate?

Linear Measurement
Linear Measurement should be the emphasis in the early grades.
Direct comparison - “Which crayon is longer?”
Use of nonstandard units
Examples: Foot or hand; Paperclips, unifix cubes
Use of standard units
Examples: Ruler (nearest cm, inch, meter, and feet by the end of 2nd grade)

Theme Teams
Put Your Best Foot Forward pgs. 31-32
Read How Big Is a Foot? by Rolf Myller.
Students make beds, based upon the size of their feet.
Are all the beds the same? Why do you think the ruler was invented?

Jim and the Beanstalk
Read Jim and the Beanstalk
Brainstorm the sequence of events in the story and list the events on a chart.
Create a Picture Timeline of the story. Assign various inches (that add up to 36 inches) to each event depending upon your grade level.

Activity: A Nonstandard Ruler?
Take a strip of paper (18” long)
Fold in 1/2, mark with a marker, and write “1/2”.
Continue this process for 1/4’s and 1/8’s.
Measure objects to the nearest ?
Record on paper.
Draw a sketch of the object, label the object, and record the length.

Nonlinear Measurements
Comparison of objects.
For example: The blue bucket will hold more than the green bucket.
Using numbers to represent the number of the unit needed.
For example: 3 scoops of sand to fill the bucket.
Nonlinear Measurements:
Capacity or Volume
Weight: kg or pounds
Time
Area/Perimeter

Nonlinear Measurement: Time
Calendars
Sequencing Events in Stories
Digital and Analog Clocks

Activity: Building a Useful Clock
Each student makes a clock using bobby-pins(two sizes) and clock faces.
Practice showing different times:
Time we go to lunch
Time we go home
Time you eat dinner.

Literature Connection
Tick Tock Time Flys By
Clean Sweep Campers

Tick Tock Time Flys By

Game Time :
Read Game Time , stop at the following locations to ask the following questions:
Page 5 - “If it is October 7, and the game is in 7 days, on what date will be the big game?”
Page 9 - “If the girls got to the game at 9:00, and they have one hour to warm up, show on your clock what time the game begins?”
Page 12 - “For almost a quarter hour, no one scored, show with your clock what time is it?”
Page 14 - “5 minutes into the second period, Rebecca scored, show what time it is on your clock.”
Page 18 - “At half time, 30 minutes into the game, the time is 10:30. Show me 10:30 on your clock. What time will it be after their 15 minute break?”
Page 23 - “15 minutes long was the length of the third period. What time did the third period end? Show me on your clock.”

Activity: How Much Can I Do In One Minute?
1. Brainstorm things they can be done in one minute. Can you brush your teeth? Can you get to school? Can you tie your shoes?
2. Predict how many times they could write their name in one minute. Write this estimate on a sticky note and place it in a pocket.
3. Working in pairs, Experiment to determine the answer. One student will watch the clock for one minute, while the second student writes their name. Students will then change roles.
4. Use this information to create a class graph. Possible graphs include: bar graph, frequency table, etc.

Apply techniques, tools, and formulas to determine measurements.
Through hands-on experiences students begin to realize using nonstandard units how the amounts vary.
For example:

A General Plan of Instruction
1. Understand the attribute being measured: Make comparisons based on the attribute.
Which item is longer? Shorter?
Which container holds more beans? Less beans?

2. Understand how filling, covering, matching, or making other comparisons of an attribute with units produces what is called a measure.
Use physical models to fill, cover, match, or make the desired comparisons of the attribute with the unit.
Example: Measure the area of your table using index cards, then estimate how many sticky notes would it take to cover your table top.

3. Understand the way measuring instruments work:
Make measuring instruments and use them along with actual unit models to compare how each work.
Suppose that I asked you to measure an empty bucket.
1st - What about the bucket is to be measured:
Height or depth
Diameter (distance around)
Circumference
Volume
Weight
Each of these aspects that can be measured is an attribute of the bucket.
2nd - Choose a unit of measure

Activity: C Is For Conversion

Integrating with Science

Assessing Measurement Concepts
Understands measurable attributes of objects, units, and appropriate tools.
Compares the length of two objects.
Measures the length of an object to the nearest nonstandard unit. For example: paperclips.
Measures the length of an object to the nearest inch/cm.
Compares the area/weight/time of two or more objects.
Apply techniques, tools, and formulas to determine measurement.
Determines the appropriate tool for an attribute (length, etc.) For example: Which tool would you use to weigh the block?

Student Interviews

Concept of the “Unit”
Example in the student interview:
It is the spaces on the ruler and NOT the marks or numbers that are important when measuring.

For more information …
http://essdack.org/michelle/Welcome%20.html
www.lulu.com (search Michelle Flaming for more Hands On Books)
Contact me at [email_address]

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http://www.core-standards.org	6
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Hands on Measurement for K-2 Learners

by mflaming on Apr 26, 2007

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