Students will be able to use forms of non-standard measurement to measure various objects.
Introduction (5 minutes)
- Tell students to close their eyes and imagine that they are going on a trip. The trip they are going on is to an island, so they are going to need a raft to get there. Have students think about what size raft they would need for their trip. Ask them how they would build it?
- Have students open their eyes.
- Ask students to share their ideas with their partner or group.
Explicit Instruction/Teacher Modeling (15 minutes)
- 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 (10 minutes)
- 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 (25 minutes)
- 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.
Assessment (10 minutes)
- Pass out the How Long? worksheet and read the directions aloud.
- Distribute paperclips to each student.
- Collect worksheets as students finish.
Review and Closing (5 minutes)
- 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.