Measurement Madness

Beginning

• Verbalize the steps as you model measuring the raft with your feet. Say, "First I must line the edge of my foot up exactly with the edge of the raft. Now I must count the steps without leaving space between my heel and toe."
• Allow students to share why the measurements are different with a partner using the sentence frame, "The measurements are different because ____."

Intermediate

• Create a T-Chart titled "Measurement." Label the left side "Standard Measuring Tools" and list tools such as rulers and scales, drawing sketches or providing examples of each one. Ask students to name examples of other standard measurement tools to include on the chart.
• Ask students to think about other things that are not actual measurement tools that could be used to measure something. Label the left side of the chart "Non-standard Measurement Tools", and provide a few example (e.g. straws, paperclips, toothpicks). Invite students to share ideas and add them to the chart.

Beginning

• Review and label each object (e.g. caterpillar, peanut) and tool (e.g. socks, paperclip) from the Measure Me worksheet. Display the labels for reference.
• Model choosing two tools and copying the names of the tools from the labels. Choose one object, and think aloud as you follow the steps to measure the object. Record the measurement in the appropriate column.

Intermediate

• Ask students to think about why the number of units in one column is more than the number in the other column. Guide students in understanding that a greater number of shorter units is needed to measure the same object.

Beginning

• Tell students to share their measurements with you using the sentence frame, "The (object) is (number of units) (units) long."
• Review and display number names in English.
• Allow students to work with a partner who speaks the same home language (L1) or a supportive peer with more developed English-language skills.

Intermediate

• Teach students that to estimate means to make an educated guess. Instruct students to estimate the length of an object using the sentence frame, "I think the ____ is about ____ ____ long."
• Have students check their estimate by measuring. Ask whether the object was shorter, longer or the same length as their estimate.