Lesson 1 of Objective 2
Lesson Title:
AZ Teaching Standard:
S4C4PO2: Use the attribute of length to describe and compare objects using non-standard units.
Lesson Outcome:
TSW compare non-standard units by justifying the selection of a non-standard unit given an object to
measure.
Big Idea: “Everyone is the same, everyone is different.”
Materials: Unifix Cubes, Pencils
Sub-Objective
Teacher Actions
Student Actions
√for
Understanding
Set
“Why would we want to be able to
measure using different nonstandard units?”
Non Volunteers
Choral Response
Measuring Song
w/ Hand gestures.
Show: Unifix Cube/Pencil
Class Vote within responses
TPS
Indicate needed measurement
with correct hand gestures.
Non Volunteers:
Justify Responses
List Responses
The student
will classify
objects as
needing long
unit or short
units to
measure.
Slide Show
Common large objects/small
objects.
GESD. Curriculum and Instruction Department. 03.19.10
Model
Demonstration
Measuring hand with pencils,
create pictograph.
Conclusion: Everyone’s hands’ are
measuring 1.
The student
will
comprehend
the need for
different nonstandard units
when
measuring.
Unifix
Q: In our class is everyone’s hand
the same size?
Predict, Compare Hand Sizes
Rally: Our hand
sizes are different.
Model
We need to find a way to measure
so we can be more accurate.
Metaphor: Accuracy is like getting
dressed, there are specific clothes I
like to wear so I don’t just say
“Mom I want a shirt, I say Mom I
want my pink shirt with flowers on
it and a butterfly.”
Demonstration
Measure with unifix create
pictogram.
Compare pictograms, which
pictogram is more accurate.
Pencil Pictogram: This is like white
shirt, white shirt, white shirt, etc
Unifix Pictogram: blue butterfly
shirt, red tree Shirt, yellow sun
shirt, etc.
Q: Why is it best we measure our
hands with unifix cubes?
TPS
Q: What is accuracy?
Q: What are other body parts we
would measure with the unifix
cubes?
Non-volunteer
GESD. Curriculum and Instruction Department. 03.19.10
Summarize
“When objects are
small like our
hands we need to
measure with
small units so we
can be more
accurate.”
“Accuracy is like . .
The student
will
comprehend
the need for
different nonstandard units
when
measuring.
Model
Demonstrate measuring height
with unifix cubes (with a timer on),
1/3 of the way in . . . “Man I wish
there was an easier or quicker way
to do this?”
Non-volunteers
Q: Can anyone think of a faster way
of doing this?
Summarize
correct answer.
Pencils
Emphasize the time it took to
measure 1/3 height using unifix
cubes.
Demonstrate measuring with
pencils.
Compare times
Q: What did you notice about the
time it took to measure with unifix
cubes and the time it took to
measure with pencils?
TPS
With large objects we should
measure with large non-standard
units.
Choral Response w/ hand
gestures.
Summarize
Demonstrate
Measure 3-4 more bodies create
pictograph.
Q: Was that faster than measuring
with unifix cubes?
Class Vote
Q: Were we still able to be
accurate?
Non volunteers
State correct answer
GESD. Curriculum and Instruction Department. 03.19.10
Summarize
Activity
Formatively assess
With partners
the students
will diagram
the
measurement
of two long
body parts, and
two small body
parts with a
pictogram.
Closure
1.
Select the appropriate
non-standard unit of
measurement for the
appropriate body part.
2. Measure accurately.
3. Create pictogram.
“My daughter wanted to measure Students draw foot with either
her foot, on the table next to her
coins or popsicle sticks next to it.
there was a popsicle stick and a
coin, what should she do, draw it.”
GESD. Curriculum and Instruction Department. 03.19.10
The student will
perform the
action until
correct.
Formatively assess