Primary / Junior Lesson Plan Template

Subject (s):
Mathematics

Lesson & Unit:

Measurement: NonStandard Units Of
Measurement

Date:
Tuesday April
12, 2016

Grade:
1

Grade 1: Measurement
Intended Student
Outcomes

Specific Expectations
Attributes, Units, and Measurement Sense
demonstrate an understanding of the use of non-standard units
of the same size (e.g., straws, index cards) for measuring
(Sample problem: Measure the length of your desk in different
ways; for example, by using several different non-standard
units or by starting measurements from opposite ends of the
desk. Discuss your findings.);
Learning Goal is for students for understand and identify, through
manipulatives, non-standard units of measurement and the pattern
rule of measuring.
Learning Skill and Work Habit is for students to take initiative in
looking for and acting on new ideas and opportunities for learning,
while demonstrating curiosity and interest in learning with a positive
attitude.

Assessment

Assessment FOR Learning

This lesson and small group activity will be used to assess, measure,
record and report the student's level of achievement in regard to their
previously built knowledge of standard units of measurement and
their ability to understand and identify non-standard units of
measurement. Acting as a diagnostic, this lesson will help the teacher
determine the students readiness to learn about non-standard units of
measurement and to determine what the students already know and
can do with their previously built knowledge. Teacher observations
will be recorded throughout this lesson.

Rationale

Motivation/
Anticipatory Set
(Minds On)

As students have just learned about standard units of measurement

and the characteristics they possess, this lesson will allow the students
to utilize their previously built knowledge in order to understand and
identify the new concept of non-standard units of measurement being
taught.
To begin this lesson, I will remind the students of what was previously
taught in class. I will explain to the students what standard units of
measurement are. I will provide examples to give them a visual and
then ask, Now Grade 1s, now that we are able to see that standard
units of measurement are objects like rules, measuring tapes,
measuring cups, can anyone help me understand what non-standard
units of measurement are? I will write the word on the board and as
the students provide answers, I will allow the students to record their
own answers on the board. However, if any students do not want to
write their answer I will write it on the board for them. Once
complete, I will encourage the students to look around the classroom
and make suggestions as to what we can measure in the classroom
using non-standard units of measurement. I will create a chart on the
board and will record 3-4 of the students answers. I will remind them
that if their suggestion was not recorded or heard, they will get a
chance next time. Following that, I will prompt Now that we
understand that non-standard units of measurement are real life,
everyday supplies we can use like an eraser, pencil, or even our hands
and feet, what are some non-standard units of measurement we can
use to measure these objects (pointing to the suggestions recorded on
the chart on the board)? 3-4 student suggestions will be chosen to
give the whole class a better understanding. I will even remind
students that for an object that is really big we can measure it using
our bodies! Before beginning the class activity, I will remind the
students that the pattern rule is that the non-standard units of
measurement must be the same size, and measured with no gaps in
between in order to obtain an accurate result of measurement.
Examples will be provided as a visual. Additionally, I will remind the
students that sometimes we don't have enough of one material so we
will have to mark where we are measuring in order to keep track of
our counting and to ensure no gaps are being made in between
measurements; and if we are every stuck we can always ask for help
from a friend or a teacher!

Motivation/
Anticipatory Set
(Minds On)
Continued

Action On

Upon creating that chart I will then ask the class Now who is ready to
measure? Class today Miss Bianchi has brought in a Magical Bag of
Supplies that can be used to measure the objects we wrote on the
board. I will peak through the bag and begin by discussing some of
the items, while adding humour, to intrigue the students. I will ask for
a student volunteer to come up and pick something magical from the
bag to measure. Once the bag of items is picked I will ask another
student to pick which item in the class he/or she would like to measure
using the bag of non-standard units of measurement picked by the
previous child. The students will then work together to measure the
chosen object, keeping in mind the pattern rules to follow. I will
encourage the class to get up and observe the process that would be
emerging.
Upon that, I will then introduce the students to the last patterning rule
for measurement; that being that the smaller the non-standard unit of
measurement, the more units it will take to measure the object, and the
larger the non-standard unit of measurement the less units it will take
to measure the object. Understanding that, I will then prompt Now we
can see that it took (however many) units of measurement to measure
this (chosen object) using these (non-standard units of measurement).
Do you think that if we use a larger non-standard unit of measurement
(than the one previously chosen) to measure the same object, it will
take more or less units to measure the object? Will the number be
higher or lower than the previously recorded one? I will then ask for
two more volunteers to complete the same task using a larger item that
was selected from the Magical Bag of Supplies. Once gathering the
answer, I will lastly show the students the two non-standard units of
measurement and explain that although they belong in the same
category they can measure objects differently due to their size, and that
instead of measuring an object following ruled marks (like a standard
unit of measurement) we just simply count each item and that
represents for a unit for measurement.
All brainstorming that occurred throughout the Minds On will be
recorded on a chart paper and will be displayed for students to
reference as they work in groups. Once I see that the students
understand the new concept being taught, I will group the each student
with a partner, provide them with a blank chart, and similar to the
Minds On activity, they will be encouraged to explore the classroom
and measure objects using non-standard units of measurement. For
those students who did not participate during the Minds On, this
classroom work activity will provide them with the opportunity to
create their own learning through doing. On the sheet, students will be
asked to select an object, measure it with a smaller unit of
measurement and then again with larger unit of measurement. The
pattern rule and steps to measuring will be recorded on this sheet for
students to better understand and remember.

Action On
Continued

Closure
(consolidation)

As all students work at different paces and academic levels, I will not
specify how few or many objects the students are to measure and
record. The provided sheet will have many blocks where the students
can record the measurements of several objects. Observations will be
recorded by the teacher that will help determine the students work
ethic with their partner and the learning occurring throughout the
classroom. Observations will also record any challenges students face
that will be used to determine level of difficulty; for future teaching
reference.
Students will be asked to finish what they are working on, and return
all the objects and items to their original place. We will gather as a
class and I will encourage the students to share their experience
measuring objects using non-standard units of measurement. As a
class, we will discuss once more the definition of non-standard units
of measurement are, some examples, and where these items can be
found. I will furthermore always remind the students to keep in mind
that when it comes time to measure they need to analysis what nonstandard unit of measurement they can use to measure any object,
synthesis and record their results, and evaluate what would happen if
that same object was remeasured using a small or larger non-standard
units of measurement than the previous one. To re-intrigue the
students interest I will prompt them to think about items they have
seen outside, in their home, or any place else.
If this lesson were to continue to be take-home homework, I would
use that level of student thinking to encourage the students to find an
object in their house, measure it using a non-standard unit of
measurement, and if given parent permission, bring that item to school
and present their findings to the class. This could connect what the
students know, to what they see everyday. This will hopefully help
them determine that anything in life can be measured using nonstandard units of measurement.

Accommodations/
Modifications

I will model for the students how to measure using non-standard units
of measurement and how to record unit measurement information. I
will additionally assist students as required while they complete group
work.

Materials/
Equipment/
Technology

Reflection (complete
after lesson is taught)

Miss Bianchis Magic Bag of Supplies

Classroom Materials/Objects
Blank Chart Worksheet
Pencils
Erasers

References

Ontario Ministry of Education. (2005). The Ontario curriculum grades 1-8: Mathematics.
Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation and reporting
in Ontarios schools: Covering grades 1 to 12. Retrieved from http://www.edu.gov.on.ca/
eng/policyfunding/growSuccess.pdf