Nonstandard Units of Measurement
TEACHERS:
SUBJECT:
Lauri Lonon
Math First Grade
STANDARD:
 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object
 1.MD.2 Express the length of an object as a whole number of length units by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same size length units that span it with no gaps
or overlaps. Limit to contexts where the object being measured is spanned by a whole
number of length units with no gaps or overlaps.
OBJECTIVE (EXPLICIT):
 Measure an object (a flower) using different objects (worms)
 Measure an object (a flower) indirectly using a third object (a ladybug)
EVIDENCE OF MASTERY (MEASURABLE):
BEFORE
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):

KEY VOCABULARY:
MATERIALS:
Length
Copy of flower sheet
Height
Worms and Ladybugs Measuring Tool
Sheet
LINKS:
www.georgiastandards.org/CommonCore/Common%20Core%20Frameworks/CCGPS_Math_1_Unit4FrameworkSE.pdf
TEACHER WILL:
STUDENT WILL:
Ask:
 Orally answer the questions
 I have a flower and I have a worm, I
 Students guide teacher through
wonder how many worms long is the
example using worms and ladybugs.
flower?
 How would I find out?
 Where do I start to measure?
 Can I measure like this (put spaces
between the worms)
 Can I measure like this (overlap the
worms)
 How do I measure correctly then?
 I also have a ladybug. I wonder how
many ladybugs long is the worm?
 How would I find out?
 Where do I start to measure?
 How do I measure correctly?
 If the worm is ___ ladybugs, how
AFTER
DURING
many ladybugs long is the flower?
 How would I find out?
 Where do I start to measure?
 How do I measure with only 1
ladybug?
Say: The flower is ____ ladybugs long, and
the worm is _____ ladybugs long.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
STUDENT WILL:
Explain Activity: With a partner, estimate
 Estimate and measure each flower
how many worms you think it will take to
using worms and a ladybug
measure the flower. Measure the each
flower using the worms and record your
answers. Then estimate how many
ladybugs it will take to measure the flower.
Measure the each flower using a (one)
ladybug and record your answer.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL:
STUDENT WILL:
Ask:
Partner Share:
 How did you measure the flower?
 You measure the flower by
Tell the steps: first, next, then, last
First, start from the bottom
Next, lay one object on top of the
 If a worm is two ladybugs long and
other without overlapping or gapping
the flower is two worms long, what
the objects
could we count by to find our
Then, stop at the top of the flower
answer?
Last, count the objects
 How can you check your answer?
 You can count by 2’s
Say: In math journals, write how you
measure an object. Then cut out a flower,
 You can measure the flower to
the worms and 2 ladybugs. Glue a worm
check your answer
on top of a worm to the top of the flower to
Write: the steps to measure an object
show how many worms it is to measure the Cut Out the flowers, worms and ladybugs
flower. Then glue 2 ladybugs next to the
and glue down a picture to show how they
worm at the bottom of the flower and write
measured an object with the worms and
+ 2 next to each worm to the top of the
ladybugs. Write an equation to show the
flower. Write an equation to show how you number of ladybugs it takes to measure the
would find the number of ladybugs it takes
flower.
to measure the flower. (ex. 2+2+2=6
ladybugs)
CO-TEACHING STRATEGY IF APPLICABLE
Name __________________
Date __________________
Flower Measurement Recording Sheet
Directions: Estimate the length of each flower below. Then measure
and record the length of each flower below.
Estimate
Actual Measure
Flower Number
Worm
1
2
3
4
5
6
Ladybugs
Worm
Ladybugs