Measurement Madness

Explicit Instruction/Teacher Modeling

• Tell students that they are going to start their math lesson by listening to a story about two friends who need to build a raft. Ask them to pay close attention to how they plan to build it.
• Play Muggo's Raft.
• Ask questions about why Muggo's raft was a different size than the one Chipmunk built.
• Show students your "raft" made of bulletin board paper.
• Model measuring the raft with your feet. Have students count along as you take each step.
• Invite a few volunteers to measure the raft with their feet. Record their measurements on the board.
• Ask students why all of the measurements are different. Ask students how they can measure so that everyone gets the same answer.
• Tell students that using the same person's foot would definitely get everyone the same answer. Let students know that using a ruler is another great option, but today the class is going to focus on using non-standard measurement, which means using objects we wouldn't typically use.

Guided Practice/Interactive Modeling

• Introduce the unit of non-standard measurement students will be using, these would either be manipulatives or the cutouts from the Measure Me worksheet.
• Model how to measure an object explicitly showing how to put the measuring tools down then moving one at a time while counting.
• Pass out the Measure Me recording sheet. Model and instruct students to write or draw the measurement tool at the top of each column.
• Explain that students will be measuring objects around the room first with one type of measurement tool and then with another.
• Walk around the room to show students where the Measure Me objects are located.
• Model using a measurement tool to measure and record answers on the recording sheet.

Independent Working Time

• Split the class in half, giving one half tool #1 and one half tool #2.
• Assign a few students to each measurement location and begin.
• Once your students are finished, have them rotate to the next location. Repeat until they have had the opportunity to measure each object with their first measurement tool.
• Switch measurement tools and repeat.

• Enrichment: Have students make predictions before measuring the actual size.
• Support: Pair struggling students to work with a partner.

• Pass out the How Long? worksheet and read the directions aloud.
• Distribute paperclips to each student.
• Collect worksheets as students finish.

• Review Measure Me recording sheet results.
• Discuss possible reasons students had slightly different answers. Example: not measuring back to back, measuring the wrong side.
• Ask students why it is important that everyone uses the same form of measurement. Have students turn and talk to a partner.
• Have students share their responses.