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# Linear measurement lessons

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### Linear measurement lessons

1. 1. Measurement<br />The main focus of this unit is to introduce and explore measurement as non-standard units can be used to measure objects<br />Mass is a measure of how heavy an object is. Mass can be measured using non-standard units. Students can make comparison statements.<br />The activities and problems presented will give the teachers opportunities to assess students’ knowledge of linear measurement and mass. Students will be engaged in opportunities to communicate their understandings individually and with others, develop and apply strategies to measure objects and make connections to prior knowledge, justify their thinking and represent their understanding in a variety of ways.<br />Assessment Methods or Strategies<br /><ul><li>Whole class/ group observations-checklists
2. 2. Individual anecdotal observations- sticky notes
3. 3. Individual interviews- with those who need intervention
4. 4. Journals or learning logs-written communication and representation- Class Journal on Measurement
5. 5. “Show What You Know” or Exemplar Problems to score using a rubric from NCTM
6. 6. These outcome indicators are for grade two and will be used only for this lesson as I launch the unit on Measurement. I will gather information of prior knowledge and use of proper vocabulary before evaluating the outcome below.</li></ul>Grade TwoMeasures length and height using non-standard measurements/ Compares, OrdersMakes Statements of Comparison using proper mathematical language<br /><ul><li>SS2.1 Demonstrate understanding of non-standard units for linear measurement by:
7. 7. • describing the choice and appropriate use of non-standard units
8. 8. • estimating
9. 9. • measuring
10. 10. • comparing and analyzing measurements</li></ul>A Three-Part Format for Problem-Based Lessons<br />Lesson 1- Introduction to Linear Measurement<br />Curriculum Outcomes:<br />Shape and Space<br />SSK.1 Use direct comparison to compare two objects based on a single attribute, such as • length including height • mass • volume • capacity. <br />a) Compare the length or height of two objects and explain how they compare using the words shorter, longer, taller, or almost the same. <br />b) Compare the mass of two objects and explain how they compare using the words lighter, heavier, or almost the same. <br />c) Compare the volume of two objects or capacity of two containers and explain how they compare using the words less, more, bigger, smaller, or almost the same.<br />SS1.1 Demonstrate an understanding of measurement as a process of comparing by:<br />• identifying attributes that can be compared<br />• ordering objects<br />• making statements of comparison<br />• filling, covering, or matching<br />SS2.1 Demonstrate understanding of non-standard units for linear measurement by:<br />• describing the choice and appropriate use of non-standard units<br />• estimating<br />• measuring<br />• comparing and analyzing measurements<br />SS3.3. Demonstrate an understanding of linear measurement (cm and m) including: <br />selecting and justifying referents <br />generalizing the relationship between cm and m <br />estimating length and perimeter using referents <br />measuring and recording length, width, height, and perimeter <br />constructing 2-D shapes with a given perimeter or given lengths. <br />Math Word Wall:<br /><ul><li>measurement
11. 11. non-standard unit</li></ul>Materials:<br /><ul><li>various lengths of yarn/lots of string/craft sticks/giant gingerbread man/recording sheet</li></ul>Before: Opening Warm-up “Compare Yarn Lengths”<br />Have students take a piece of yarn from the basket and compare their yarn length with that of their partners. Encourage students to compare their pieces with questions and statements such as, whose is longer? Whose is shorter? Discuss findings. Have students make statements about their comparison findings. Share in full group.<br />“Samantha’s yarn is longer than my yarn. My yarn is shorter than Samantha’s yarn.”<br />__________________________________________________________________________<br />Guided Discussion<br />Display giant gingerbread man <br />ASK: <br /><ul><li>About how many craft sticks tall do you think this gingerbread is?
12. 12. How could we measure to find out?
13. 13. Lay the cut-out on the floor.
14. 14. Lay some craft sticks out with spaces between “How’s this, have I done it right?”
15. 15. Rearrange sticks now with overlap. “How’s this, have I done it right?”
16. 16. Lay the sticks end to end in a crooked line. “How’s this, have I done it right?”
17. 17. Have a volunteer show how to place the sticks to measure you may even want to use a metre stick to get a straight line.
18. 18. Discuss what to do when you get close to the end
20. 20. Roll the dice. Add the numbers.
21. 21. Both players try to sketch a line that is this many cm long.
22. 22. Draw a line that is the correct length below each sketch.
23. 23. Use a ruler.
24. 24. The player whose sketch is closer to the correct measurement wins 1 point.</li></ul>After<br />Talk to the students about the game. What did they find easy? Difficult? Why?<br />Grade 2<br />During<br />Introduce a game called “Sketch the Line”<br />Materials needed: <br />Paper, paper clips or other non-standard units, two dice for each pair of students, pencil<br />Rules:<br /><ul><li>Students will be with a partner.
25. 25. Roll the dice. Add the numbers.
26. 26. Both players try to sketch a line that is this many paperclips long.
27. 27. Draw a line that is the correct length below each sketch.
28. 28. Use a ruler.
29. 29. The player whose sketch is closer to the correct measurement wins 1 point.</li></ul>After<br />Talk to the students about the game. What did they find easy? Difficult? Why?<br />Review and practice measuring using non-standard unit<br /><ul><li>Work with a small group of grade 2 students that may not yet have a good understanding of estimating and measuring using non-standard units. You could use a variety of non standard tools and have students solve a problem. They need to grasp the important concepts such as:
30. 30. Measuring properly from one end to the other with no overlap/ spaces, etc.
31. 31. Always use the same unit when measuring
32. 32. Are your estimates close? If no, why are they so off?
33. 33. How do you record your actual measurement?
34. 34. What happens if you measure the desktop using straws (larger unit) and also using paper clips (smaller unit)? When using a longer unit it won’t talk as many and therefore the measurement will be a smaller number.
35. 35. http://www.smartkiddies.net/resource/allocation
36. 36. Some students could be working on the tasks found at this site grade 2 or 3 under linear measurement.
37. 37. Paper pencil tasks of measurement