A Lesson in
Informal Measurement
for the
Elementary School Student
Teacher's Name:
Date:
Grade: 2nd or 3rdGoal of Activity: This lesson will focus on comparing nonstandard units of measurement.
Learning Objectives:The students will:
1. Be able to compare units (nonstandard) of measurement
2. Be able to see relationships between nonstandard and standard ways of measurement
3. Be able to make predictions about the measurement of certain objects chosen to measureMaterials: Nonstandard units to use for measuring such as: paper clips, yarn, wooden cubes or blocks, Unifex cubes, Cuisinaire rods, unsharpened pencils, straws, toothpicks, body parts (examples: such as hands, arms and feet), paper, worksheet, pencil.
Description of Activities:
1. Introduce lesson (5 minutes): Teacher says: "How many people have ever gone to the shoe store to buy a pair of sneakers? How did you find your right shoe size?" (Wait 5 seconds for response) The students will say something about measuring their foot, and I will say, "Today, we are going to do some of our own measuring. How many people know what tools we can use to measure different objects?" (rulers, yardsticks). (Wait 5 seconds for responses). "Well, today, we are going to use something new to measure with, something that has no numbers on it. We are going to use paper clips to measure the length of different objects."
2. The children will be asked to remove their shoe and set it next to their chair. I, as the teacher, will remove my shoe as well. Then, each child will be given a bag full of 100 small paper clips. The first object to be measured is going to be each child's foot.
3. Each child will have a partner, chosen by the teacher, and they will work together to line up and connect the paper clips along side their foot. Before they do their actual measurement, I will ask them to make a prediction, or a guess, as to how many paper clips they think it will take to measure the length of their foot.
4. When this is complete, one partner from each pair will report to the teacher how many paper clips were used to measure the actual length of their foot, and what their estimated guess was. Ask students if they think their other foot is the same size, and have them measure that one as well.
5. Next, the teacher will explain that the length of each foot is x amount of paper clips, therefore, that is called the measurement. The teacher will also discuss some reasons why the actual measurement and the estimate differ, and ask the students what they notice about the differences between the actual measurement and estimates (bigger/smaller; shorter/taller).
6. The teacher will then give out a chart that has several different body parts on it. The children will be asked to predict how many paper clips it takes to measure each part, and then they will conduct the measurements with a partner. Each partner will measure the other's body parts if need be, and record their own measurements. There will be a spot on the chart for the estimate and the actual measurement.
7. The children will be instructed to glue each strand of paper clips they create, to the appropriate space in the chart for that body part. This will allow children to compare their lengths with other students, and it will also allow hints for their next prediction.
8. When all this is complete, the class will have a short discussion on what they have noticed about different body parts and the amount of paper clips they used. For example, some students may be able to discuss how they knew their finger took x number of paper clips, so their toe must take y amount of paper clips because it is bigger/smaller.
9. After the class discussion, each child will be asked to put their shoes back on, and take their body parts chart home to discuss with their parents. They will also be given another chart to take home and measure objects in their house.
10. (In the classroom) When the charts are handed out, the children will be asked to return to their correct seats, and take out their science materials for their next lesson.Connections to Other Ideas: This activity connects students to more formal ways of measurement such as by rulers and measuring cups. This lesson also introduces the meanings of comparative language such as, taller/shorter, heavier/lighter, and more/less. In addition, students will also begin to process sorting, classifying, problem solving, counting, and some conservation through this math lesson.
Assessment: The charts that are given out for children to measure other body parts and household items, will be used as the method of assessment. The teacher is then able to see if the child understood the concept being taught, and was able to apply it on his/her own.
Adaptations for Children with Special Needs:A child with special needs may be able to have a partner in this activity. One person can measure, and the other record. If a child is lacking fine motor skills, he/she can use larger objects for measuring, and perhaps measure larger objects such as a desk, shelf, or table.
Connections to Standards: Standard 3-Measurement-Students will:
~ understand that measurement is approximate, never exact (prediction)
~select appropriate standard and nonstandard measurement tools in measurement activities
~collect data
Reference
"Mathematics their way summary newsletter." (1990). Measurement. Saratoga, CA: Center for Innovation in Education.
Activity Sheets
Body Part Measurement with Paper Clips
Name:________________________________________________
Directions: In the chart below, measure the given body parts, with a partner, and record the estimated and actual measurements in the boxes below. Glue the strand of paper clips underneath the appropriate boxes. If you run out of room, additional paper will be given to you.
Object Used for Measurement:Paper Clips
Body Part Arm Length from Wrist to Elbow Leg Length from Ankle to Knee Any Finger on your Left Hand Your Big Toe on Your Right Foot Your Right Ear Estimated Measurement Actual Measurement
Household Measurements with Paper Clips*
Name:__________________________________________________
Directions: For the following chart, choose an object to use to measure 5 household items. Record the measuring object, the object measured, and both the estimated and actual measurement of the object. Feel free to use additional paper if you run out of room (though nothing has to be glued in this activity).
Object used for Measurement:___________________________________
Object Measured Estimated Measurement Actual Measurement *Any object may be used instead of paper clips
to Mathematics Page