December 4th 2014

Mathematics: Grade 1
Focus: Measurement
Outcome(s)

Learning Targets

GCO: Students will be expected to

use direct and indirect measure to
solve problems.

M01.01 Identify common attributes, such as

length, mass, volume, capacity, and area
that could be used to compare a given set
of two objects.
M01.02 Compare and order two given objects and
identify the attributes used to compare.
M01.03 Predict which object in a set is
longest/shortest, determine by matching
and explain the reasoning.

M01 Students will be expected to demonstrate an

understanding of measurement as a process of
comparing by

identifying attributes that can be

compared
ordering objects
making statements of comparison
filling, covering, or matching [C, CN,
PS, R, V]

Assessment Summative or

Differentiation
o
o
o

Formative

Open task
Parallel tasks
_____________

Who?
What?

Explanation: Students will measure the

distance of their test car using a measurement
instrument of their choice.
Students having trouble ordering more than two
lengths may listen and watch to how their
teacher and fellow students choose to order their
measurements.

When?

Grade 2 students will be expected to use

nonstandard units to guide their measurement
unless otherwise noted.

Products

Conversati
ons
Observatio
ns

Formative assessment:
Use of comparative language
Method of ordering objects
Problem solving strategies
Students are can explain
their reasoning for using
a particular strategy
when measuring/ordering
objects.

Tangram Math (5-10 minutes each day)

Students are given their tangram envelopes, in which their shapes have changed yet again (5
pieces). Students will be encouraged to discuss how their shapes have changed, to try to
rebuild the original square, and asked to demonstrate what else they can make with their
shapes.

Grouping
Individual work

Heterogeneous Grouping

o Pairs
o

Vocabulary

area: covers more/covers less,

greatest/least area, and
largest/smallest area
capacity: holds more/holds less,
holds the same
full, empty
length, width, distance, height
length: longest/shortest,

Groups of ___

Technology Link(s)

Homogeneous Grouping
o Pairs
o Groups of ___

shortest/tallest, widest/narrowest,
thickest/thinnest, longer/shorter
mass: heaviest/lightest,
heavier/lighter
order, compare, fill, cover, match
volume: takes up more/less space,
bigger/smaller

Parts of the
Lesson

Time to Teach:

Begin with a
simple version of
the task
Brainstorm
Estimate or use
mental
computation
Be sure the task
is understood
Establish
expectations

Time to
Explore:

Provide hints and

suggestions
Encourage
testing of ideas
Suggest
extensions or
generalizations
Find a second
method

Time to
Reflect:

Engage the class

in discussion
Identify rules,
hypotheses, and
future problems
Use praise
cautiously
Engage all class
members

Activities and Questioning during the lesson

Tangram Warm-up Activity (5-10

minutes)
Discuss what yesterdays flight activity
taught us about measurement.
What does it mean for an object to travel
further?
How can you tell something has travelled
further? (Bring out Math Makes Sense Big
Book)
Which car travelled further? How can we
know? (You can measure them!)
Look and compare where each car stopped.
(Explain how the end of the ramp acts as a
baseline for measuring the cars distance.
Introduce variety of materials that can be
used to measure)
In the science room, set up a ramp and
testing station. Bring down lego boxes.
Pair students off to build two test cars.
Students will work on their cars until
their names are called to the testing
station.
Ask the students to find out Which of
your two cars travels furthest past the
ramp?
o Students will measure the distance
from the end of the ramp to where
their car stopped (Marked with tape)
and compare it to their partners car.
o After deciding whose car travelled
the furthest, students will sort their
cars into either the travelled
shortest or travelled furthest sorting
ring.
Bring students back to carpet and discuss:
What worked well and what didnt
when measuring the distance
travelled?
What happens if your car doesnt
travel in a straight line?
Can anyone demonstrate how you
could measure a curved distance?
How could we order our
measurements?

Materials
Needed

Class set
of
Tangram
Envelopes
Math
Makes
Sense Big
Book

Ramp
Lego
Measuring
materials
(tape,
receipt
rolls,
ribbon,
blocks,
string, etc.)
Sorting
rings