Nonstandard Measurement Lesson

Name: Siel Snowden

Grade: 2nd Grade
Lesson Title/Topic: Nonstandard Measurement
NCTM Standards: Measurement
Common Core Standards:
CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
Practice Standards:
CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
Learning Objectives (measurable):
1. SWBAT use two different types of nonstandard measurement to measure three different
objects
2. SWBAT record measurement data using Microsoft Excel
3. SWBAT discuss the pros, cons, and appropriate uses of nonstandard measurement
Probing questions:
1. When might it be useful to use nonstandard measurement?
2. When would it not be a good idea to use nonstandard measurement?
3. What are some rules to follow when using nonstandard measurement to make sure your
measurement is as accurate as possible?
Overview
The purpose of this lesson is to introduce second graders to the idea of nonstandard
measurement, including its limitations, by comparing it to standard measurement in a hands-on
activity. Students will use nonstandard measurement to measure various objects, record and
analyze data with the help of technology, and make inferences about when nonstandard
measurement is more appropriate.
Vocabulary:
1. Nonstandard measurement
2. Standard Measurement
Materials
1. Each pair of students will need two examples of nonstandard measurement tools of
different lengths (for example, a pencil and a textbook)

2. Each pair of students will need to select three objects of various sizes on the playground
to measure (for example a leaf, the diameter or a tire swing, and the height of the
monkey bars).
Anticipatory Set:
1. Teacher will present students with a list of 3 or 4 objects and their heights, but without
any units. (For example: The height of our school building is 4. The length of my desk is
17. The width of our classroom is 8.) Students will have to brainstorm what
measurement tools could have been used to get these measurement results.
(pre-assessment
). The teacher will tell students to think of o
bjects instead of standard
measuring tools such as rulers and yardsticks. The teacher will give the students the
answers (the height of our school was measured in cars, the length of my desk was
measured in erasers, and the length of our classroom was measured in pointer sticks).
The teacher will explain that using everyday objects as measuring tools is called
nonstandard measurement.
Method/Procedures
1. The teacher will divide students into pairs or groups of three. Each group will choose two
objects of different sizes to use as nonstandard measurement tools (such as a pencil
and a textbook).
2. Under teacher supervision, each pair or group of students will choose 3 playground
objects of various sizes (such as a leaf, a soccer ball, and the monkey bars) and
measure each object using both nonstandard measurement tools. The students will
record their data.
3. Students and teachers will reconvene in the classroom and work to create a class chart
of all the data they collected using Microsoft Excel. One at a time, pairs will enter their
data into the chart. Afterwards, the class will discuss the results.
4. Individually, students will answer the following questions in writing: What are some pros
to using nonstandard measurement tools? What are some cons? In what real-life
situation might it be appropriate to use nonstandard measurement, and in what situation
would it not be appropriate? Why?
Closure:
The teacher will say, Today, we learned how to use nonstandard measurement tools.
Think about when in real life it might be useful to use nonstandard measurement, and when it
would not be a good idea.
Formative Assessment:
During the activity, the teacher will monitor students to see how well they are able to use
nonstandard measurement and think about its practicality in the real world.

Summative Assessment:
At the end of the lesson, students will answer and turn in questions about nonstandard
measurement. The teacher will use these responses to assess student understanding of what
nonstandard measurement is and how it is used.
Accommodations
1. Students with a math disability can participate in a simpler version of the lesson by
choosing only one type of nonstandard measurement and one object to measure, or
they can work with a para to choose a nonstandard measurement tool and measure
various objects.
2. In a very large class and with appropriate supervision, the teacher can assign students
to measure objects in various parts of the school, such as on the playground, in the gym,
and in the library. This reduces the number of duplicate data entries in the class
spreadsheet.
Extensions:
1. After being introduced to Microsoft Excel as a part of this lesson, students can use Excel
to record their data in future lessons and eventually learn how to manipulate data in
Excel.
2. Students could brainstorm what might happen if they attempted to use nonstandard
measurement in a situation where standard measurement is important--for example,
while working at a construction site. What problems could this cause?
3. Students could repeat the activity using standard measurement tools, such as meter
sticks. Then, they could discuss which measurement tool was easier/more appropriate to
use and why.
Literature
Van de Walle (Teaching Student-Centered Mathematics, 2004, Chapter 19; pages
375-401) states that measurement standards can be organized around broad goals that
students much achieve in order to understand measurement. These goals are to achieve
familiarity with the unit, the ability to select an appropriate unit, and a knowledge of relationships
between units. Van de Walle also states that an important way to teach measurement is to use
things that they already know to measure things, which is why using nonstandard measurement
tools is a good way to introduce the idea of measurement and the principles behind good
measurement to students.