1st Grade Non-Standard Unit Measurement Lesson Plan PDF

Lesson Plan Sample Topic: Non-Standard Unit Measurement Lesson Plan Grade Level: 1st Grade Concept: Measurement by nonstandard units Common Core State Standards: Grade 1: Measure lengths indirectly and by iterating length units. CCSS.Math.Content.1.MD.A.1 Order three objects...

Lesson Plan Sample Topic: Non-Standard Unit Measurement Lesson Plan Grade Level: 1st Grade Concept: Measurement by nonstandard units Common Core State Standards: Grade 1: Measure lengths indirectly and by iterating length units. CCSS.Math.Content.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Objective: Students will be able to use nonstandard units for measurement. Students will be able to demonstrate the ability to use a variety of non-standard unit of measurements to determine length. Materials Required: Book: How Tall, How Short, How Faraway. By David A. Adler Paper clips, pencils, Lego blocks Worksheets ( group worksheet and independent worksheet) Time: One block (90 minutes) Motivation /Anticipatory set: (15 minutes) Circle Time: Read the story “ How Tall, How Short, How Faraway.” Discuss the history of measurement that incorporates some hands-on activities. Students may be surprised to learn that in ancient Egypt, parts of the body were used as measuring tools; a digit was the width of one finger, and a palm was the width of four fingers. After the story, the students are encouraged to discuss the various objects which can be used as a unit to measure the length. Whole class discussion: (15 minutes) 1 The teacher uses a “real object projector” to measure a pencil using paperclips and demonstrate how to measure properly. The teacher use “inquiry” to engage students thinking and understanding. D: Why we measure? ( In this question, the teacher raise the topic and have students to discuss the purpose of measurement. D: What type of things can be used to measure the length? D: Can you give me some examples that can be used to measure the height of your desk? The length of the chalkboard eraser? The length of your height? The length of pencil? books ……. (Students may likely respond “ruler”, etc, and come up with a variety of measurement units.) Q: Can you tell me why those things can be used as a unit for measurement? (The students are expected to come up with an idea that anything can be used to measure, as long as the units are specified.) D: Now, I have some paper clips here, and I want to measure the length of the pencil. Who can show us how to use these paper clips to measure the pencil? ( Encourage volunteers to demonstrate how they measure the pencil by paper clips. (Have the students to justify whether their measurement is correct or incorrect. For example, some students may measure the length by disconnected paper clips; the teacher now should use this opportunity to allow students to make a justification.) Q: Which one is proper measurement? (This question is to assess student’s ongoing understanding of proper measurement.) For example: 2 The students are expected to discover the rules of proper measurement: 1. nonstandard items need to touch 2. measure from end to end 3. measure in a straight line 4. do not mix nonstandard items i.e.; no blocks and pencils to measure one object. Use all the same objects. Q: How many paper clips does it take to get the length of the pencil? It takes_________ paper clips to get the length of the pencil. How long is the pencil measured by the paper clips? The pencil is ____________ paper clips long. (By creating complete sentence frames, the teacher help students, especially ELLs, learn to express their thought by English sentences.) Guided small group practice: (15 minutes) ˙The teacher will then divide the students into small groups (3-6 people in each group)and ask them to use paper clips to measure certain objects (Group worksheet). ˙Distribute the “Measuring by paper clips” activity sheet and paper clips to each group. ˙The students will practice measuring items by paper clips and record their data on the worksheet provided. After all group have completed the worksheet, the teacher will hold a discussion about their results. The teacher will also ask the students for their comments and questions. Independent Practice/ Homework assignment(15 minutes) 1.Distribute the Lego Blocks and an independent worksheet – “Non-Standard Measure +Measuring With Cubes #1 or #2” to every student. 3 2.Then, ask the students to complete the worksheet. 3.”Once your worksheet is done, bring it to me”. The teacher now should evaluate each student’s understanding and give appropriate comments on each individual work. Alternative/supplementary activity/Differentiated Instruction (30 minutes) 1. Discuss what the children have learned from today’s lesson. Review the concepts of measurement. 2. Discuss students’ questions ( Instead of directly giving students answers, encourage the students to discuss ) 3. Learning Menus (Allow students to choose which task to complete) ♣ Choose and complete one activity from the following list: Option 1: Draw a picture to show what you have learned in this lesson (The teacher will provide the drawing paper) Option 2: Read a book ( or books)related to measurement (The teacher will provide the books and have them to share their implication) Option 3: Choose the proper unit to measure the length of the bulletin board and share your result on the white board. Be sure to indicate the unit you use and justify your answer. ( The teacher will post the table on the white board and have students to fill in) The unit I use The number of the unit that Justify your answer equals the perimeter of the classroom (Student’s response) (Student’s response) (Student’s response) 4. The teacher will end the lesson by stating “Today we have learned…”, and announce tomorrow’s lesson -using standard units to measure. Student Assessment: The teacher will assess students’ understanding by asking questions and by observing students’ performance throughout the lesson. Ask students what a non-standard measuring tool is. Ask students what they just learned The students will also be evaluated on the completion and accuracy of their data worksheet (s) and their participating during the discussion and activity. 4