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Simone McMahan
September 27, 2011

A ~Class Shoe Unit of Length
Lesson Plan #6

Math 3
rd
grade
Jenny McDonald Rabbit Creek Elementary

State Standards:
The student demonstrates understanding oI measurable attributes by:
3] MEA-2 comparing and ordering objects according to measurable attribute (calendar,
length, |temperature, weight, area, or volume L|) (M2.1.1)
3] MEA-3 identiIying or describing objects that are greater than, less than, or equal to a
unit oI measure (standard or non-standard) (M2.1.2)

Objective: The students will be able to understand the need Ior standard units oI measure.

Materials:
O ne copy oI Everyday Mathematics Student ReIerence Book Ior each student
O Each student`s Everyday Mathematics Math Journal
O !re-labeled popsicle sticks, one Ior each student
O Measuring tape
O dding-machine paper
O !encil
O Scissors

%ime Allowed: ne 60 minute period

Assessment:
Pre-assessment - 'Class Shoe Unit oI Length is part oI the Everyday Mathematics
curriculum, which was determined by the nchorage School District. Each student will
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participate in creating a standard unit oI measurement Ior the class and the subsequent
discussion. CareIul monitoring oI each student`s ability to comprehend the concept
described will take place during instruction. Students who demonstrate a need Ior extra
support or need an additional challenge will be given appropriate instruction aIter this
lesson.

Post-assessment During our discussion oI standard units oI measure, I will monitor their
participation. I will also monitor their ability to Iollow directions while they are adding
their shoe length to the class measurement, as well as their level oI eIIort to Iind classroom
objects to estimate and take a 'class shoe size measurement oI. While they are working in
pairs, I will walk through the class to assess their ability to work cooperatively. The Iinal
assessment will take place aIter instruction when reviewing their math journals and whether
they put Iorth their best eIIort when Iinding and recording the measurements oI the
classroom objects.

Procedure:
Part one -
1. I will have the students take out their white boards and dry erase markers and we
will run through a set oI 'Mental Math exercises. This involves reviewing the
lesson Irom the previous day, which was addition with three or more addends. n
example question is: What does 6 2 4 8 ?
2. We will then transition to a conversation about the need Ior standard units oI
measure. I will have the students open their Everyday Math Student ReIerence
Book to page 132 which details measurement beIore the invention oI standard units.
3. Iter a brieI discussion, I will then choose Iour student`s names Irom the basket oI
!opsicle sticks. These students will then walk Irom one side oI the class to the
other, walking heel-to-toe. We will count the number oI steps they took and record
them on the board. Then I will walk the same distance and record my number on the
board next to the student`s numbers. I will then ask why the measurements were not
all the same because everyone`s Ieet are not the same size.
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. I will now point out the need Ior agreeing on a 'class shoe length that everyone in
the class can use. I will explain that when people agree to the same unit oI measure,
it is called a standard unit. With a standard unit, the measurement oI an object or
distance is nearly the same, regardless oI who measures it. We will now look at
their Student ReIerence Book on page 133 Ior examples oI this.
. ext we will create a standard unit oI length Ior the class. Using two volunteers, I
will unroll the adding machine tape along the Iloor. I will then have each table
group oI students (one at a time) come to the tape and I will mark oII the length oI
their shoe. This will be done heel-to-toe until we have the combined length oI the
student`s shoes. I will then use the measuring tape to Iind the total length oI the
marked oII paper. nce I have this number, I will write it on the board. I will then
divide it by the number oI students in the class to Iind the average shoe length Ior
the class.
6. When we have determined the average shoe length Ior the class, I will then cut 11
strips oI paper with that measurement. I will then have the students work with their
shoulder partners while I pass out the strips oI paper. I will have pairs place their
strips on the Iloor and stand next them to see iI it is shorter or longer than their shoe
length. Together we will then agree to use the class shoe length Ior measuring, with
each strip equaling 'one class shoe long.
. The partners will now open their Everyday Math Math Journals to page 55. Here they
will Iind a chart that asks them to estimate and measure the length oI eight objects around
the classroom and record their Iindings. I will remind them to estimate Iirst and then
measure using their class shoe length. The estimate is just a best guess and there is no
right or wrong answer (within reason).
. Iter approximately Iive minutes, I will have the students come back to their seats and
we will discuss their Iindings, giving each group the opportunity to share one item they
measured. We will then go over problem number two, which asks 'why is it important to
use the same unit everyone else is using to measure things? I will guide them toward
the answer oI 'no matter who is measuring an object, the use oI a standard unit makes the
measurement the same.
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Part two -
1. We will now be making a transition to an ongoing learning and practice exercise. I will
have the students turn their Everyday Math Math Journal to page 56 where they will
encounter a review Irom the previous unit. I will model how to both add and subtract
three digit numbers Ior the students. I will also remind them oI the ballpark estimate
section they are expected to Iill in.
2. nce the students are working, I will walk through the room to check Ior understanding.
II there seems to be a number oI students having trouble with the same problem, I will
have everyone stop and we will work the problem together on the board.
3. In the last Iew minutes oI class, we will revisit the standard units oI measure exercise and
discuss why they are necessary.

Guided or Independent Practice:
To explore linear measure using non-standard units, I will have students act out parts oI a
measurement story. I will have students with small Ieet be the 'apprentice and a student with
larger Ieet is the 'king (this student can wear oversize shoes Ior a larger visual contrast). They
will then measure the apprentice`s Ieet in comparison with the king`s and using masking tape,
mark the measurements on the Iloor to show the diIIerence in sizes.

Reflection:
1. What went well?

2. What might I change?