Giant Steps, Baby Steps
Giant Steps, Baby Steps
Objectives
In this unit, students are introduced to the concept of measurement. Students will:
- measure a given distance using nonstandard units.
- determine the relationship between using larger and smaller nonstandard units.
Essential Questions
How precise do measurements and calculations need to be?
In what ways are the mathematical attributes of objects or processes measured, calculated and/or interpreted?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
When is it is appropriate to estimate versus calculate?
Why does “what” we measure influence “how” we measure?
- 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?
Vocabulary
- Length: Measurement of an object from end to end.
- Less Than: Not as great in amount or quantity.
- More Than: Greater in amount, degree, or number.
Duration
30–45 minutes
Prerequisite Skills
Prerequisite Skills haven't been entered into the lesson plan.
Materials
- masking tape
- chalk
- Recording Sheet worksheet (M-1-5-1_Recording Sheet.doc), one copy for each group
- Lesson 1 Exit Ticket (M-1-5-1_Lesson 1 Exit Ticket.doc), one copy per student,
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
- 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.
Formative Assessment
Suggested Instructional Supports
Instructional Procedures
Related Instructional Videos
Note: Video playback may not work on all devices.
Instructional videos haven't been assigned to the lesson plan.
Final 4/18/14