UNIT PLANNING TEMPLATE (modified by B.

Krynowsky from BC - SD #68)

Unit Planning Template (modified by B. Krynowsky from BC - SD #68)
Unit or Theme title/ unit or theme overview
MATH- GRADE 1
TITLE : MEASUREMENT

Rationale: (context and why unit matters)

Students will use non-standardized units for measuring.

Students will estimate the measurement of different everyday objects, then
measure and record.
Students will become familiar with the measurement of their bodies (i.e., how
tall they are, how long their feet are)
This is important because students will learn the metric measurement system we use in Canada. This is important
because we can sue measurement for many different things in our everyday life. Also, it is important for students to
understand that there are other non-standard ways to measure things ( such as using different materials like string,
paper clips etc). This allows for a different way of thinking. Students will become familiar with their personal height
and be able to see it in a graphing format. Graphing is important as well because it allows us to compare
measurements.

Culminating tasks or events to celebrate or bring together the learning

STAGE 1: Desired Results (what will students be able to understand? know? do? (
write ,say, do)
Core Competencies: ( big picture reminders )

Communication Thinking Personal & Social

 Connect and engage with Creative Positive Personal & Social Identity Well-being
others (to share and Novelty and value Relationships and cultural contexts Social Responsibility
develop ideas) Generating ideas Personal values and choices Contributing to community
Acquire, interpret, and Developing ideas Personal strengths and abilities and caring for the
present information Critical Personal Awareness & Responsibility environment
(includes inquiries) Solving problems in peaceful
Analyze and critique Self-determination
Collaborate to plan, carry ways
Question and Self-regulation
out, and review Valuing diversity
investigate
constructions and Building relationships
Develop and design
activities
Explain/recount and reflect
on experiences and
accomplishments

U Big Ideas(curriculum) important/essential questions (create)

N Objects and shapes have attributes How close was your measurement estimate?
D that can be described, measured, and How can we measure with non-standard units
E compared. of measurement?
How can we measure ourselves?
R
Can you understand how to measure in meters
ST and centimeters?
A
N
D

D Curricular Competencies: (skills)

Make estimates & record observations
O Compare estimates with others
Know how to use different measuring tools- meter stick, ruler(centimeters)
Use non-standardized units of measurement (paperclips, unifix cubes)

K Content (learning standards):

N Direct measurement with nonstandard units (non-uniform and uniform).

O Non-uniform units are not consistent in size (e.g., childrens hands, pencils); uniform units are
W consistent in size (e.g., interlocking cubes, standard paper clips)
Hand/foot tracing
Iterating a single unit for measuring. (E.g. using one cube to measure a string).
STAGE 2: Assessment Plan
Formative Assessment (for learning):
Observation, hands on learning in the classroom
Summative Assessment (of learning):
Measurement recording sheets
Hand measuring activity/recording
Stage 3: Learning Plan - a matrix model (below) is an efficient way to show unit
lesson connections and general lesson descriptions that connect to assessment
for and of learning
Learning Intentions/Curriculum
Connections
Non-uniform units are not
consistent in size (e.g.,
childrens hands, pencils);
uniform units are consistent in
size (e.g., interlocking cubes,
standard paper clips).
I can use non-standard
measuring tools. (paper
clips, unifix cubes etc.
Instructional Activities Assessment
(scope and sequence, titles with ( method /instrument and criteria/
brief lesson description ) standards)
Lesson 1:
- Introduce measurement
- Non-standardized
measurement- what is it?
How do we do it?
- Show the class an
unsharpened pencil (or
other common classroom
item of your choice). Ask
how long the pencil is.
Assuming a student
suggests using a ruler or
measuring tape, ask if there
is a way to measure the
pencil if a ruler isnt
available.
- Show the class a paper clip
and ask if it could be used
to measure the pencil.
 Discuss with the class, and
then model how to place
the clips end-to-end to
measure the pencil. Be sure
to point out that the starting
edge of the paper clip must
be lined up with one end of
the pencil. If necessary, Teacher observation of students as
measure another classroom they move around the class.
item using the paper clips. Worksheets will be marked based
- Group class into pairs. on correctness of measurement.
Distribute paper clips and
measurement worksheet to
students.
- Circulate while students are
completing worksheet in
pairs.
- Review answers with class.

Lesson 2:
- Place ice cream cone
pictures around the class,
Develop, demonstrate, and students will go around
apply mathematical with different objects and
understanding through play, measure each one and Class discussion
inquiry, and problem solving record on worksheet. Observation
I can move around the
classroom in a safe Lesson 3:
manner. - Measuring with activity
I can stay on task while mats. Students will be
learning through play. asked to measure different
pictures with different Completion of worksheet measuring
measuring units and will their hand
record the results on a
measuring whiteboard
mat.

Lesson 4:
- start with a measurement
word problem.

Non-uniform units are not
consistent in size (e.g.,
childrens hands, pencils);
uniform units are consistent in
size (e.g., interlocking cubes,
standard paper clips).
I can use non-standard
measuring tools. (paper
clips, unifix cubes etc.
Measure with a partner.
Students will be given a
worksheet. They will need
to find 2 items to measure
the height of their partner
Lesson 5: start with a
measurement word problem.
- Read the book one fish,
two fish, red fish, blue
fish
- Students will then trace
their hand and cut it out.
- Once cut out, students
will measure with
different objects and Class discussion/interaction
record on their worksheet. Assess worksheet for completion and
Lesson 6- continuation correctness of answers- can they
- Students will be given a compare lengths?
fish bowl, they will cut it
out and draw an
underwater background.
- Once finished, they will
glue their hand onto the
bowl and draw eyes &
gills
- They will then glue the
bowl onto a construction
paper, with their hand
measurement worksheet
underneath
Lesson 7:
- Comparing
measurement- length
worksheet, which is
longer?
Lesson 8:
- Have students get into Comparing length worksheet-
partner groups correctness on comparing and
 - Show them how to completion
correctly measure with
string
- Have them measure their
partner with yarn, then
partner measures the other
one
- Graph yarn
- Ask questions- whose
tallest , shortest whats the
difference between? What
could we use to measure
the difference?

Lesson 9:
- Paper plane measurement
- Have students create
paper planes.
- Estimate how many feet
long there throw was
before actually measuring Paper plane measuring worksheet
Develop, demonstrate, and - Allows them to throw and Teacher observation during activity
apply mathematical count how many of their
understanding through play, feet it went.
inquiry, and problem solving
I can move around the
classroom in a safe
manner.
I can stay on task while
learning through play.

Resources: Unifix cubes, pencil, fish rulers

Measurement word problems
Worksheets- paper plane measurement; comparing lengths; hand
measurement; fishbowl worksheet;
Construction paper