Measuring Length
Measuring Length
Objectives
Students will learn different ways of measuring objects. Students will:
- determine and compare lengths by taking “giant” and “baby” steps.
- develop an understanding of the relationship between the size of a unit and the number of units needed to measure an object.
- estimate lengths of objects using the same nonstandard unit.
- determine length using multiple copies of a nonstandard and standard unit.
- be introduced to the concept of an inch and use a standard foot in an example.
- select an appropriate unit and tool for the attribute being measured.
Essential Questions
- What does it mean to estimate or analyze numerical quantities?
- What makes a tool and/or strategy appropriate for a given task?
- Why does what we measure influence how we measure?
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- http://www.kidport.com/Grade1/Math/MeasureGeo/G1-M-MG1-1-1.htm
- How Big Is a Foot? by Rolf Muller. Yearling, 1991.
- The Foot Book by Dr. Seuss. Random House, 1996.
- How Long or How Wide? A Measuring Guide by Brian P. Cleary. First Avenue Editions, 2009.
- http://pbskids.org/dinosaurtrain/games/howbigareyou.html
- http://www.harcourtschool.com/activity/length_strength1_clips/
- Twelve Snails to One Lizard: A Tale of Mischief and Measurement by Susan Hightower. Simon & Schuster Children’s Publishing, 1997.
- http://www.harcourtschool.com/activity/length_strength1_inches/
- http://www.apples4theteacher.com/measure.html
Formative Assessment
-
View
Short-Answer Items:
- Mario takes 5 giant steps to measure the distance from his desk to the door.
If he walks the same distance taking baby steps, will he
take
steps?
2. Tina measured the toothbrush below with 6 pennies.
Will Tina use
- About how many
long is the toy car?
_____________ paper clips long
- About how many
about ___________ paper clips long
- Circle the picture that is about 4 buttons
long.
- About how many quarters long is the carrot? ______ quarters
- Circle the picture that shows how to correctly measure the length of the bee.
Measure the following pictures with your simple ruler.
8.
______ inch(es)
9.
_____ inch(es)
10.
______ inch(es)
11.
______ inch(es)
12. Kelly says the trumpet below is 6 units long.
What is wrong with Kelly’s measurement?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Short-Answer Key:
- Mario takes 5 giant steps to measure the distance from his desk to the door.
If he walks the same distance taking baby steps, will he
take
steps?
2. Tina measured the toothbrush below with 6 pennies.
Will Tina use
quarters to measure the toothbrush?
- About how many
_____5________ paper clips long-
- About how many
about ______3____ paper clips long
- Circle the picture that is about 4 buttons
- About how many quarters long is the carrot? __3____ quarters
- Circle the picture that shows how to correctly measure the length of the bee.
Measure the following pictures with your simple ruler.
8.
__2____ inch(es)
9.
__4___ inch(es)
10.
__6____ inch(es)
11.
___1___ inch(es)
12. Kelly says the trumpet below is 6 units long.
What is wrong with Kelly’s measurement?
Kelly did not use the same size unit when measuring the length of the trumpet or she may have overlapped the units.
Performance Assessment:
Materials:
- pennies or counters
- simple ruler (made in Lesson 3)
- pencil
- Performance Assessment worksheets (M-1-5_Performance Assessment and KEY.doc), which includes pictures and a recording sheet
Directions:
Hand out the Performance Assessment and its recording sheet to each student (M-1-5_Performance Assessment and KEY.doc). Explain to students that they will be using two different units (pennies and their simple rulers) to measure the vegetables.
1. Have students estimate the lengths of all the vegetables first. Have students record their estimates in crayon or marker—using a consistent color throughout—to prevent students erasing estimates.
2. Have students measure the length of each vegetable and record their answers in pencil.
Performance Assessment Scoring Rubric (Alternative):
4
3
2
1
Estimation
Correctly estimates lengths of all vegetables.
Correctly estimates lengths of 4 vegetables.
Correctly estimates lengths of 2–3 vegetables.
Correctly estimates lengths of 0–1 vegetable.
Measurement
Correctly measures lengths of all vegetables.
Correctly measures lengths of 4 vegetables.
Correctly measures lengths of 2–3 vegetables.
Correctly measures lengths of 0–1 vegetable.
Measurement Tools
Consistently demonstrates the ability to appropriately use nonstandard and standard measurement tools.
Demonstrates the ability to appropriately use nonstandard and standard measurement tools most of the time.
Demonstrates the ability to appropriately use nonstandard and standard measurement tools periodically.
Unable to appropriately use nonstandard and standard measurement tools without assistance.
Performance Assessment Scoring Rubric (Traditional):
Points
Description
4
- Estimates all 5 vegetables correctly within 2 +/− units on either side.
- Measures all 5 vegetables correctly using the appropriate unit of measure.
- Understands the concept of laying pennies down end to end without overlap.
- Uses the simple ruler correctly by aligning the left end of the ruler and vegetable.
- Performs beyond the problem requirements. Possibly incorporates multiple methods/solutions.
3
- Estimates 4 vegetables correctly within 2 +/− units on either side.
- Measures 4 vegetables correctly using the appropriate unit of measure.
- Understands the concept of laying pennies down end to end without overlap.
- Uses the simple ruler correctly by aligning the left ends of the ruler and vegetable.
2
- Estimates 2–3 vegetables correctly within 2 +/− units on either side.
- Measures 2–3 vegetables correctly using the appropriate unit of measure.
- Understands the concept of laying pennies down end to end without overlap.
- Uses the simple ruler correctly by aligning the left ends of the ruler and vegetable.
1
- Estimates 1 vegetable correctly within 2 +/− units on either side.
- Measures 1 vegetable correctly using the appropriate unit of measure.
- Does not always lay the pennies down end to end; there might be gaps or overlap.
- Uses the simple ruler incorrectly; does not align the left ends of the ruler and vegetable.
0
- Estimates 0 vegetables correctly within 2 +/− units on either side.
- Measures 0 vegetables correctly using the appropriate unit of measure.
- Does not lay the pennies down end to end.
- Uses the simple ruler incorrectly; does not align the left ends of the ruler and vegetable.
- Does not attempt to complete the task.
Final 4/18/14
