Measurement Unit
Grade 2
Created by:
Ilianna Givelos,
Lillian Papel,
Waheda Hofioni,
Sarah Gibson,
Tania Decaudin-Prendergast
Overall Expectations:
Grade 2:
-estimate, measure and record length, perimeter, area using non-standard units and
standard units
-compare, describe and order object, using attributes measured in non standard and
standard units
Specific Expectations:
-choose benchmarks to help them perform measurement tasks
-estimate and measure length, height and distance, using standard units and non-standard units
-record and represent measurements of length, height and distance in a variety of ways
-select and justify the choice of a standard unit and a non standard unit to measure length
-estimate, measure and record the distance around objects, using non-standard units
-estimate, measure and record area through investigation using a variety of non-standard units
-describe, through investigation the relationship between a size of unit of area and the number of units
needed to cover a surface
Mirian Small’s Key Ideas:
-a measurement is a comparison of the size of one object with the size of another
-the same object can be described by using different measurements
-the numerical value attached to a measurement is relative to the measuring unit
-the use of standard measurement units simplify communication about the size of objects
-knowledge of the size of benchmarks assists in measuring
-measurement formulas allows us to rely on measurements that are simpler to access to calculate
measurement that are more complicated to access
Success Criteria:
-I can measure objects using my foot, paper clips,
markers etc…. (non standard units)
-I can use my ruler (standard units) instead of paper
clips (non-standard units) to measure my desk
-I can use a meter stick (standard units) instead of my
feet (non-standard units) to measure the hallway or
classroom
-I can choose the biggest/smallest tool to help me
measure something tall, short, wide, thin, long
-I can use the appropriate unit of measurement to
calculate area.
-I can use the appropriate unit of measurement to
calculate the distance around an object
-I can measure length and height by lining the objects
next to each other
-I can choose the best unit of measurement to the
measure the length and height of an object
Misconceptions:
Refer to individual lessons.
Culminating Task:
Assessment:
Hook: Students will design a playground for our
school. They will measure the perimeter and area of
the playground and surrounding fence.
Rubric (See attached)
Anecdotal Notes
Success Criteria:
-I can draw a playground with a surrounding fence on
chart paper
- I use snap cubes and rulers to measure the
perimeter of the fence and the area of my playground
structure.
- I know how to find the perimeter of my fence, the
area of my structure, and can explain my work using
snap cubes and rulers.
- I can use math words (cm/m, length, width, tall,
short, perimeter, area) to describe my playground.
Name:_____________
Date:______________
Measurement Culminating Activity: Design Your Own Playground!
Level 1
With a lot of
assistance, I can
draw a playground
with a surrounding
fence on graph
paper.
Level 2
With some
assistance, I can
draw a playground
with a surrounding
fence on graph
paper.
Level 3
With little
assistance, I can
draw a playground
with a surrounding
fence on graph
paper.
Level 4
Independently, I
can draw a
playground with a
surrounding fence
on graph paper.
Knowledge and
Understanding
Demonstrates an
understanding of
the concept of area
and perimeter by
selecting standard
(cm/m) and nonstandard units of
measurement.
Application
Applies knowledge
and skills effectively
to:
-calculate and
record the
perimeter of the
fence using
appropriate units.
-calculate and
record the area of
the playground
structure using
appropriate units
With a lot of
assistance, I use
snap cubes and
rulers to measure
the perimeter of
the fence and the
area of my
playground
structure.
With some
assistance, I use
snap cubes and
rulers to measure
the perimeter of
the fence and the
area of my
playground
structure.
With little
assistance, I use
snap cubes and
rulers to measure
the perimeter of
the fence and the
area of my
playground
structure.
Independently, I
use snap cubes and
rulers to measure
the perimeter of
the fence and the
area of my
playground
structure.
With a lot of
assistance, I know
how to find the
perimeter of my
fence, the area of
my structure, and
can explain my
work using snap
cubes and rulers.
With some
assistance, I know
how to find the
perimeter of my
fence, the area of
my structure, and
can explain my
work using snap
cubes and rulers.
With little
assistance, I know
how to find the
perimeter of my
fence, the area of
my structure, and
can explain my
work using snap
cubes and rulers.
Independently, I
know how to find
the perimeter of
my fence, the area
of my structure,
and can explain my
work using snap
cubes and rulers.
Communication
Uses mathematical
conventions,
vocabulary, and
terminology (cm/m,
length, width, tall,
short, perimeter,
area) effectively to
describe a
playground.
With a lot of verbal
prompts, I can use
math words (cm/m,
length, width, tall,
short, perimeter,
area) to describe
my playground.
With some verbal
prompts, I can use
math words (cm/m,
length, width, tall,
short, perimeter,
area) to describe
my playground.
With few verbal
prompts, I can use
math words (cm/m,
length, width, tall,
short, perimeter,
area) to describe
my playground.
With no verbal
prompts, I can use
math words (cm/m,
length, width, tall,
short, perimeter,
area) to describe
my playground.
Thinking
Uses planning skills
effectively to
develop a
playground with a
surrounding fence
and one structure.
Measurement Introductory Lesson Plan
Lesson 1: Non Standard Units
By: Ilianna Givelos
Curriculum Expectations:
Overall: estimate, measure and record length, perimeter, area using non-standard units and standard
units
Gr. 2 Specific:
-choose benchmarks to help them perform measurement tasks
-estimate and measure length, height and distance, using standard units and non-standard units
Task/Problem
To understand nonstandard measurements
and how we use different nonstandard
measurement objects to measure various
items.
Part 1 Before, Minds On or Activate Prior
Knowledge
Learning Goal:
I will be able to choose the appropriate non-standard
unit to measure certain objects.
Write “I will be able to explain non-standard units and I
will be able to choose which non standard units to use
when measuring” on the white board visible to the
students (to be continued into lesson 2).
Student Success Criteria:

Diagnostic:
Before – Read the title “How Big Is A Foot?”
and ask the students what they feel the book
is about based on the title. Read up until page
16; identifies the kings measurements of feet
(3 feet wide and six feet long – see questions
below). Do not show the students the picture
with the Queen lying with the surrounding
feet as students have to discuss how to
properly trace 3 feet wide and 6 feet long.
(Only show to groups that seem to be
struggling with the concept and need the
support however do not explain)
Questions:
What is wide?
What is long?
When do we use wide/long to explain? Ask
students to give an example of when we use
wide and long to explain something.
Why is the king using his feet?
Could the King use a paper clip?
What could we use that may be more exact?
*Determine which students may require more
assistance throughout the Hands-On when
determining width and length



I can measure objects using my foot, paperclips,
markers etc…. (non standard units)
I can choose the biggest/smallest tool to help
me measure something tall, short, wide, thin,
long
I can use math language to explain and describe
why I chose certain objects
I can explain wide and long and when I use
those math words
Part 2- During, Work on It or Hands On
Let’s split up into groups and try to figure out
how big the bed was for the queen (flexible
groupings).
Guided Flexible Groupings by Teacher –
choose the students with the smallest feet,
largest feet and myself to be traced in the
individual groups in order to show the
students how the feet sizes effect the size of
the queens bed.
Strategies:
 Place your foot, trace it and then place your
other foot right beside your traced foot (Have a
student model this)
 Trace one foot place your foot beside it and
trace the other foot
Tools:
 Book “How Big is A Foot?”
 Long Craft Paper
 Markers
Questions:
How will you use your feet to measure?
What strategy will you use when tracing your
feet?
How close will you place your feet together on
the paper and why?
(Have a student model how they place their
feet on the paper for tracing – Discuss why
this is the best way)
Part 3 – After, Consolidation, Congress,
Bansho or Gallery Walk
Consolidation – we finish the rest of the story
and then have the students flip over their
work to see the difference in sizes and
understand WHY the bed did not fit the queen
initially.
Congress Questions:
How do you know that this is not the right way
of measuring? We all have different sized feet.
What CAN we use to measure things? (e.g.
ruler, etc…)
How did you use the non standard
measurement (feet) to create your bed?
What made it easier?
How did you place your feet on the paper
when tracing? What made it easier?
Should we use non-standard units to build
houses? Why might that be a problem?
Should we only use ONE person’s foot when
measuring objects? Why might that be a
problem?
What can we use that is STANDARD or helps
us measure? Does anybody know anything
that helps them measure or has anyone seen
Misconceptions:
 Does not understand the concept non standard
units (that it is not how we measure things)
 Leaving gaps or overlapping when using non
standard units
 Does not understand how to trace his/her foot
 Lifts foot off the paper before tracing and draws
freehand
their parents use anything? Answer: Ruler,
Measuring tape etc… (This is just to have the
students understand the concept of NON
STANDARD and why it is called NON-standard
vs. STANDARD).
Resources:
A Guide to Effective Instruction K-3- Measurement
Ontario Curriculum Mathematics, 2005 Revised
How Big Is A Foot by Rolf Myller
Measurement Lesson Plan
Lesson 2: Non Standard Units Con’t
By: Ilianna Givelos
Curriculum Expectations:
Overall: estimate, measure and record length, perimeter, area using non-standard units and standard units
Gr. 2 Specific:
-choose benchmarks to help them perform measurement tasks
-estimate and measure length, height and distance, using standard units and non-standard units
Task/Problem
Learning Goal:
To understand nonstandard measurements and
I will be able to choose the appropriate non-standard unit
how we use different nonstandard measurement to measure certain objects.
objects to measure various items.
“I will be able to explain non-standard units and I will be
able to choose which non-standard units to use when
measuring” on the white board visible to the students.
Part 1 Before, Minds On or Activate Prior
Knowledge
Student Success Criteria:

Questions:
What non-standard units of measurement did
we use last lesson? Answer: Feet
Why is this considered non-standard units
What is wide?
What is long?
When do we use wide/long to explain? Remind
students of the previous lesson and how we
used wide and long to describe the bed the King
made for the Queen
What could we use that may be more exact?
On the Smart Board have the students view a
series of pictures of items that are tall, short,
wide, long, thing to familiarize them selves with
math language (Buildings compared to people,
families, dogs compared to people, tall grass
compared to ants etc…). As students are stating
describing words that we use write on chart
paper)
Compare teacher to a student; if possible
compare a student to another student being
careful of students who may be sensitive to this.
Have one student describe their family using
words such as tall, thing, shorter etc… in order
for all students to understand that we use math
words every day.



I can measure objects using paperclips, markers
and meter sticks (not the actual measurement just
as a non-standard item), (non standard units)
I can choose the biggest/smallest tool to help me
measure something tall, short, wide, thin, long
I can use math language to explain and describe
why I chose certain objects
I can explain wide and long and when I use those
math words
*Determine which students may require more
assistance throughout the Hands-On when
determining what non-standard units to use.
Part 2- During, Work on It or Hands On
Classroom Scavenger Hunt:
We will now partner up and will be provided
with clipboards and you will walk around the
room finding objects and deciding what NON
STANDARD UNITS you would use to measure
objects in the classroom. Think about why you
are using those non-standard units and why it is
better to use them for the object you chose.
Have 2 students model a tall object and explain
what unit they are using and have another
student model a short object and what nonstandard unit they are using and why. Have
students raise their hands and think of things
they can measure in the class (desks, chairs,
computers, books, pencils etc…)
Strategies:
 Use the materials (paper clips, markers, meter
sticks) to measure the objects and see what is
easier
Tools:






Paper clips
Meter sticks
Markers
Clipboards
Worksheet with a table separating paper clips,
markers and meter sticks
Classroom
Questions:
How will you determine what non-standard unit
you will choose?
Will you choose a non standard unit bigger than
the object you are trying to measure or smaller?
Why?
Walk around the room taking anecdotal notes
and have students answer the above questions,
ask them why they are using the items they are
using. Show them possibilities, model the way
of measuring if needed.
Part 3 – Consolidation
Consolidation – All students come back to the
mat and place their clip boards in front of them.
Students will now all share their answers and
teacher will write them on the board.
On Chart Paper is a bigger version of the
worksheet with the word bank that the students
created on top (tall, thin, short, wide, long etc…).
Fill it out with the class so they are able to see
what they are comparing when answering
questions.
Misconceptions:
 Does not understand the concept non standard
units (that it is not how we measure things)
 Leaving gaps or overlapping when using non
standard units
 Does not understand how to place the items on
the object when measuring
 Does not understand the concept of tall, thin,
short, wide
Congress Questions:
What items did you use the paper clips to
measure? Why?
What items did you use the markers to
measure? Why?
What items did you use the meter stick to
measure? Why?
Would you use a meter stick to measure a book?
Why?
Would you use a paper clip to measure how tall
the door is? Why?
Have students look around the room and remind
them to use their math words. Model an
example such as “I used paper clips to measure
marker which is much shorter than the leg of this
desk”. Have students compare the various items
of this room using math words.
Resources:
A Guide to Effective Instruction K-3- Measurement
Ontario Curriculum Mathematics, 2005 Revised
Smart Board (Images taken from Google or taken by teacher)
Lesson Plan for Standard Measurement (centimetres)
By: Tania Décaudin
Curriculum Expectations:
Overall: estimate, measure and record length using standard units
Gr. 2 Specific:
-estimate and measure length, height and distance, using standard units (i.e., centimetre, metre,)
-choose benchmarks-in this case, personal referents-for a centimeter
Task/Problem
Learning Goal:
To understand the importance of standard
 I will be able to choose the appropriate
measurements and how and when we use
standard unit to measure certain objects. (cm)
centimeters to measure various items.
 I will know that I can use centimeters to
measure small objects
Part 1 Before, Minds On or Activate Prior
Student Success Criteria:
Knowledge
Invite students to sit in a circle on the carpet with
 I know that centimeters are used to measure
their feet facing towards the middle of the circle.
small objects
Ask them to estimate whose feet are longer,
 I know that one centimeter measures about
shorter or the same length as theirs.
the same as the width of my finger
Once the students come up with the word
 I can use a ruler to measure certain objects
centimeters, measure each child’s foot with a
 I can describe my mathematical thinking using
ruler and record it on chart paper. Take the
words such as length and height
opportunity to show how to line up the end of the
ruler with the object.
Questions:
What else measures around 1 cm? (the width of
my finger)
How would you measure each foot?
= 30 cm
What unit of measurement would be the best
tool?
How do you know which one is longer, shorter or
the same as yours?
If you wanted to borrow someone’s shoes, whose
would fit you best? How do you know?
Part 2- During, Work on It or Hands On
Strategies:
In pairs, using a ruler, have the students find
 Start at zero when measuring with the metre
objects in the classroom that measure around the
stick
same amount as their shoe. Ask them to estimate
first. They will record their answers on a chart.
Problems:
 Find an object that is longer than your
shoe
 Find an object that is shorter than your
shoe
 Find an object that is the same length as
 your shoe
Questions:
What is this measuring tool called?
How long is a centimetre?
What else measures around 1 centimeter?
How do you know without measuring it?
What do you need to measure a centimetre?
Tools:





rulers
Centimeter cubes
Classroom objects to measure
Chart paper and markers
shoes
Part 3 – After, Consolidation, Congress, Bansho
Misconceptions:
Come together as a group. Students present their
 Does not understand the concept that
findings to the class. Questions:
standard units are the best way to measure
Is it easier to measure an object using centimeters
objects (everybody understands the same
and meters rather than a non-standard unit (i.e.,
thing, speaks the same language)
your foot)?
 Misaligns the ruler with the beginning of the
Why is it better?
object
If 2 people measured the same object, would
their answers be the same?
When is it better to measure with a ruler than
with your finger, for example?
Resources:
A Guide to Effective Instruction in Mathematics; Kindergarten to Grade3, Measurement 2007
Ontario Curriculum Mathematics, 2005 Revised
Lesson Plan for Standard Measurement (metres)
By: Tania Décaudin
Curriculum Expectations:
Overall: estimate, measure and record length using standard units
Gr. 2 Specific:
-estimate and measure length, height and distance, using standard units (i.e., centimetre, metre,)
-record and represent measurements of length, eight and distance in a variety of ways (i.e., written,
pictorial, concrete)
Task/Problem
To understand the importance of standard
measurements and how and when we use meters
to measure various items.
Part 1 Before, Minds On or Activate Prior
Knowledge
Give students each a card that has a
measurement on it. (2cm, 35cm etc…) Ask the
students to order themselves from smallest to
biggest. One student will have the 100 cm card
and one student will have the 1 metre card. Begin
the discussion around how much is a metre and
do the 2 students have equal value.
Introduce the game: The meter stick race!
Play the game against the class (teacher vs whole
class). Each team picks a card and moves the
centicube along the meter stick according to the
number on the card. The first team that reaches
100 cm wins. Take this opportunity to show
students how to count accurately.
Questions:
What is this measuring tool called?
How much is a centicube?
How many centicubes do you need to make a
metre stick?
How many centimetres are in a meter stick?
Part 2- During, Work on It or Hands On
After the game: In pairs, have students solve the
following problems. Ask them to record answers
on a piece of chart paper.
Learning Goal:
 I will be able to choose the appropriate
standard unit to measure certain objects. (cm
or meters)
 I will know that 100 cm is the same as 1 metre
Student Success Criteria:




I know that 1 metre is 100 cm
I know that one centicube measures 1 cm.
I can use a metre stick to measure certain
objects
I can describe my mathematical thinking using
words such as length and height
Strategies:



For the game, count aloud when the moving
the cube along the metre stick
Make sure the centicube is lined up against the
number that you count
Start at zero when measuring with the metre
stick
Problems:
Tools:
 Describe and compare a metre to a
 Meter sticks (1 per group)
centimetre.
 Centimeter cubes
 Compare a metre to an object in the
 1 centimeter ruler
classroom. Using math words, describe
 Classroom objects to measure
how you know. (I estimated and then
 Chart paper and markers
measured the object using a metre stick)
 Cards and a coin
 Using a string that measures about 1
 String
metre, find an object that is shorter than a
 scissors
metre, about the same length as a metre,
and longer than a metre.
Questions:
What is this measuring tool called?
How long is a metre?
What else measures around 1 metre?
How do you know without measuring it?
What do you need to measure a metre?
Part 3 – After, Consolidation, Congress, Bansho
Misconceptions:
Consolidation – Students post and present their
 Does not understand the concept that
findings to the class. Pairs have a chance to
standard units are the best way to measure
explain their different strategies.
objects (everybody understands the same
Remind students that 1m=100cm.
thing, speaks the same language)
Questions:
 Leaving gaps or overlapping when counting the
Is it easier to measure an object using centimeters
centimeters
and meters rather than a non-standard unit (i.e.,
 Loses track of count during the game
your foot)?
 Does not know that it is better to use 1 metre
Why is it better?
to measure big objects and centimetres when
If 2 people measured the same object, would
measuring smaller objects.
their answers be the same?
When is it better to use a meter instead of a
centimetre?
Resources:
Math Now 2 by Molly Larin and Judy Onody
GTK Press, Toronto 2008
Ontario Curriculum Mathematics, 2005 Revised
Grade 2: Measurement, Length (Non-Standard Units)
By: Sarah Gibson
Curriculum Expectations:
Overall:
-estimate, measure and record length using non-standard
-compare, describe and order objects, using attributes measured in non-standard units
Specific:
-estimate and measure length using non-standard units
-record and represent measurements of length in a variety of ways
-select and justify the choice of a non-standard unit to measure length
Task/Problem
Learning Goal:
To explore how to measure length using a variety
I will be able to measure and show the length of a
of different non-standard units of measurement
person’s arm using different non-standard units of
and to select the best fitting unit.
measurement and explain which unit works best.
Part 1- Minds On
Student Success Criteria:
Read the poem “Hug-‘o-War” by Shell Silverstein.
I know that length is a measurement of an object
Ask for a volunteer to stand in front of the class
from one end to another (from the tip of the
and stretch his/her arms out.
middle finger to the shoulder).
Co-create a chart with students on the board
listing a variety of non-standard units.
I can measure the length of an object using nonHave students estimate the length of one of the
standard units (ie. Manipulatives)
volunteer’s arms in non-standard units (from the
tip of the middle finger to the shoulder).
I need to use the same non-standard unit when
Jot student’s estimations down on chart paper.
measuring an object.
Questions:
What type of non-standard units could we use to
measure the length of ________ arm?
Is there one unit that might be easier to use over
another?
How can we check to see if our predictions are
correct?
Part 2- Hands-On
Suggest to students that longer arms give bigger
hugs.
Invite students to play “Hug-‘o- War”.
In partners, students will estimate whose arms are
longer (from tip of middle finger to shoulder).
Each student will then measure the length of their
partner’s arm using non-standard units of
measurement.
“If I were to measure _____’s right arm using nonstandard units, which tool might be best for the
job? Why?”
Whoever has the longer arms wins!
Questions:
The length of an object can be described
differently when using different tools to measure
(snap cubes vs. hand prints)
I use math language (more than/ less than,
bigger/smaller) to explain and describe why I chose
to use certain units of measurement
Strategies:
Drawing pictures
Measuring
Counting
Adding
Making comparisons
Tools:
Variety of manipulatives (string, snap cubes,
handprints, straws, etc)
Pencils
Paper
What units of measurement did you use?
How do you know you measured correctly?
Part 3 – Consolidation
Invite the volunteer from the beginning of the
lesson to return to the front of the classroom.
Prior to measuring the volunteer’s arm, have
students adjust their prior estimations and discuss
which non-standard units of measurement were
most successful.
Misconceptions:
Length is not the same as height.
Students tend to measure in full units only,
forgetting about fractional measurements (Based
on Marian Small’s). Example: My arm is 14. 5 snap
cubes long.
Questions:
After using different measuring units, how have
your estimations changed?
What sort of non-standard measuring tools did
you use?
Which units of measurement were faster, or
easier to use?
How did you know your measurements were
accurate?
Resources:
Ontario Curriculum Mathematics, 2005 Revised
Making Math Meaningful to Canadian Students K-8 by Marian Small.
Math Makes Sense 3- Teacher’s Resource, Unit 9: Length, Perimeter, and Area.
Name:_____________________
Date:____________________
Hug ‘o War!
My partner is:_________________________________
Estimate (in non-standard units):
I think his/her right arm is ______________________________________ long.
Total (in non-standard units):
I know his/her right arm is ______________________________________ long.
Who has the longer arm? ______________________________________
___________________________________________________________________________________________
If I were to measure ______________________’s right arm using a variety of nonstandard units, which tool would be best for the job? Why?
Grade 2: Measurement, Height (Standard Units)
By: Sarah Gibson
Curriculum Expectations:
Overall:
-estimate, measure and record height using standard units
-compare, describe and order objects, using attributes measured in standard units
Specific:
-measure height using standard units
-record and represent measurements of height in a variety of ways
-select and justify the choice of a standard unit to measure height
Task/Problem
Learning Goal:
To explore how to measure height using a variety I will be able to measure and show the height of a
of standard units of measurement and to select
person using different standard units of measurement
the best fitting unit.
and explain which unit works best.
Part 1- Minds On
Point out two students of similar heights sitting
on the carpet.
Have the class predict who is taller, and take a
vote.
Co-create a chart with students on the board
listing a variety of standard units.
Have students estimate the height of each
volunteer using the different standard units
came up with.
Jot student’s estimations down on chart paper.
Encourage students to use the language
“more/less, bigger/smaller, tall/taller/tallest,
etc.”
Questions:
What type of standard units could we use to
measure the height of a person?
Is there one unit that might be easier to use over
another?
How can we compare the two students’ heights,
to see who is taller?
How can we check to see if our predictions are
correct?
Part 2- Hands On
Challenge students to silently line themselves up
against a clear wall from tallest to shortest.
Place a piece of tape above each student’s head
to mark their heights.
“If you were to measure your own height using
standard units, which unit would be best for the
Student Success Criteria:
I know that height measures how tall something is
(from the ground to the top of the object)
I can measure the height of an object using standard
units (ie. centimeters)
I need to use the same tool (ruler) when measuring
an object.
The height of an object can be described differently
when using different tools to measure (meters vs.
centimeters)
I use math language (more than/ less than,
bigger/smaller, taller/shorter) to explain and describe
why I chose to use certain units of measurement
Strategies:
Measuring
Counting
Adding
Making comparisons
job? Why?”
Provide students with rulers, meter sticks, cm
cubes, measuring tape.
Each student will measure their own height using
various standard units and mark them on a name
tag that will go above their marked heights.
Questions:
What units of measurement did you use?
How do you know you measured your height
correctly?
Is there a unit of measurement that you would
use to measure your height, and not the length of
your arms?
Part 3 – Gallery Walk
As a class, tour along the “Wall of Height” that
the students created. Pay particular attention to
the two students pointed out at the beginning of
the lesson. Refer to estimations taken at the
beginning of class.
Questions:
What do you notice about the units of
measurement as we walk up and down the wall?
(They grow bigger/smaller in number)
How close were the estimations?
What types of standard units did students use?
Was there a unit of measurement that was
easier, or fast to use?
How did you know your measurements were
accurate?
Tools:
cm cubes
Rulers
Meter Stick
Measuring tape
Pencils
Paper
Tape
Misconceptions:
Height is not the same as length.
When measuring height with a ruler, students start
at the end of the ruler, instead of at the zero.
Students leave spaces when lining up their
measuring tool.
Students tend to measure in full units only,
forgetting about fractional measurements (Based on
Marian Small’s) Example: I am 100.5 cm tall.
Students have difficulty measuring lengths greater
than 1m, using only 1 meter stick.
Resources:
Ontario Curriculum Mathematics, 2005 Revised
Making Math Meaningful to Canadian Students K-8 by Marian Small.
Math Makes Sense 3- Teacher’s Resource, Unit 9: Length, Perimeter, and Area.
Perimeter Lesson -1 (Lillian Papel)
Measurement: Grade 2 -Using Non- Standard Units to Measure Perimeter
Curriculum Expectations:
Overall:
 estimate, measure, and record length, perimeter, area, mass, capacity, time, and
temperature, using non-standard units and standard units;
 compare, describe, and order objects, using attributes measured in non-standard units
and standard units.
Specific:
 estimate and measure length, height, and distance, using standard units (i.e.,
centimetre, metre) and non-standard units
 record and represent measurements of length, height, and distance in a variety of ways
 estimate, measure, and record the distance around objects, using non-standard units
 select and justify the choice of a standard unit (i.e., centimetre or metre) or a
nonstandard unit to measure length
Task/Problem
To use manipulatives to problem solve and
investigate how to measure the perimeter of
different polygons and shapes that are not
polygons using non-standard units.
Learning Goal:
 I will be able to estimate and measure
the perimeter of different shapes using
non- standard units.(snap cubes)
Part 1 Before, Minds On or
Activate Prior Knowledge
Duration: 15mins
Student Success Criteria:

Have a variety of cake pans in different shapes
available. (rectangular, circular, square and
others with unique shapes)

Students will be sitting in a circle.
Ask students to describe the shape of the cake
that would be made from each pan. Ask a
student volunteer to select one and trace the
cake pan on chart paper to show what the top
of the cake would look like.

Place the chart paper in the center of the
circle.
Invite the student to show with their hands


I know that perimeter means the total
distance around a shape.
I can measure around a shape with a
string and then measure the string
using snap cubes.
I can estimate and then find the
perimeter of a shape by adding the
lengths of the sides.
I can use diagrams to communicate
and explain my mathematical thinking
about perimeter.
I can apply strategies to solve the
problem (ex. use addition to find out
the distance of the cake pan in snap
cubes)
(non-standard) how they would measure the
distance around the shape. Share with the
students that the total distance around the
shape is called the shape’s perimeter.

I can work co-operatively in a small
group.
Ask: If X student put gummy bears the size of
this sticker around the outside of this cake,
estimate how many would he/she would need
to measure the distance around the outside of
the cake?
Think, Pair, Share- Students would share with
their elbow partner how many stickers they
think would be needed.
Student volunteer would then place stickers
around the distance of the shape and record
the measurement.
Questions:
 What other strategy would you use to
help solve this problem?
 Does it matter where along the edge X
student starts to measure? Why not?
 Does it matter where X student starts and
where X student stops measuring?
 How do you make sure that the entire
distance around the shape is covered?
Part 2- During, Work on It or Hands On
Duration: 20mins
Show students the cut outs of different cake
pans and a string of licorice and ask “If I were
to decorate each of these cakes with a
licorice-string border. How much licorice
would I need for each?
Divide students into groups of three and
provide each group with snap cubes, a cake
cut out, chart paper and string to represent
the licorice.
Strategies:
 Make a picture
 Use a manipulative
 Doubling or skip counting (if the polygon
is a square and each side is of equal
length)
 Addition
 Comparison
 Count the cubes
 Use logical reasoning
Questions:
Pre-measuring: Can you estimate how much
licorice you might need before measuring the
perimeter?
How did you solve the problem?
What strategy are you using to measure the
perimeter of the shapes?
What would you use to measure the distance
around this shape? Why?
How can you measure around the sides of the
cake to find out exactly how much licoricestring is needed?
Part 3 – After, Consolidation, Congress,
Bansho or Gallery Walk
Duration: 15-20mins
Math Congress – highlight 3 chosen pieces of
work to show strategies for solving the
problem
I would use the classroom Ipad to take photos
of students work and project it onto the smart
board to make it easier for students to
observe and compare each other’s work.
Congress Questions:
What measuring tool did you use for this
cake?
Is this perimeter longer or shorter than that
one?
Which cake has the longest perimeter? The
shortest? How do you know?
How could we put the cakes in order from
shortest to longest perimeter?
Tools:








Variety of cake pans
Cake pan cut outs
Paper/pencil/markers
Manipulatives (snap cubes, bears,etc)
Chart paper
Scissors
String
Stickers
Misconceptions:
 Students may try to compare lengths
without aligning the objects first. Some
students may think that length is
determined by where an object ends,
rather than by the distance from start
to end.
 Students may think that you use small
units only to measure small items.
 When students measure lengths by
moving a single nonstandard unit along
the distance, they may find it difficult
to keep track of where one iteration of
a unit ends and the next one begins.
This leads to gaps or overlap between
units and incorrect measurement.
 Some students may not take curves
into account when deciding which of
two lengths is longer.
(Making Math Meaningful to Canadian
Students K-8 by Marian Small)
When might you need to measure the
perimeter of something?
Resources:
A Guide to Effective Instruction K-3- Measurement
Ontario Curriculum Mathematics, 2005 Revised
Making Math Meaningful to Canadian Students K-8 by Marian Small.
Nelson Mathematics 2- Teacher’s Resource, Chapter 5: Linear Measurement
Perimeter Lesson -2 (Lillian Papel)
Measurement: Grade 2 – Using Standard Units (Cm) to Measure Perimeter
Curriculum Expectations:
Overall:
 estimate, measure, and record length, perimeter, area, mass, capacity, time, and
temperature, using non-standard units and standard units
 compare, describe, and order objects, using attributes measured in non-standard units
and standard units.
Specific:
 estimate and measure length, height, and distance, using standard units (i.e., centimetre,
metre) and non-standard units
 record and represent measurements of length, height, and distance in a variety of ways
 select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard
unit to measure length
Task/Problem
Students will explore and compare ways to
calculate the perimeter of an object with a
distance of 60 cm.
Learning Goal:
- I will be able to find different ways to
design a birthday card and calculate the
distance around the card using
appropriate standard units.(cm)
Part 1 Before, Minds On or
Activate Prior Knowledge
Duration: 15mins
Student Success Criteria:
Remind students of yesterday’s lesson and
how we used non-standard units to measure
the perimeter of the cake pans.



By this lesson in the unit students would have
already been introduced to measuring with a
ruler and meter stick, and use standard units
including centimeter and meters.
Hand out a 30cm ruler, centimeter cubes and
sheet of centimeter grid paper to each
student.
Ask students:
Draw two different shapes that have a



I can estimate, measure and label each of
the sides of my card using a ruler.
When measuring, I know how to start
recording length at the zero mark on my
ruler.
I can add up all the measurements
together to find the perimeter.
I know that perimeter can be measured
using non-standard units such as snap
cubes and standard units such as
centimeters or meters.
I can apply strategies to solve the problem
and select the appropriate tools and best
units to measure perimeter.
I can use diagrams to communicate about
perimeter and explain my mathematical
thinking.
perimeter of 12 cm.
Questions:
What measuring tool did you use to measure
the perimeter? Why did you choose this tool?
How do you know that the perimeter is 12
cm?
Are there other ways to draw a shape with a
perimeter of 12 cm?
Part 2- During, Work on It or Hands On
Duration: 25mins
Kathryn is making a birthday card for her mom
using construction paper. She has some left
over ribbon in her art box and wants to use it
to border her card. She measured using a ruler
and only has 60 cm left of ribbon. What are
the different ways that Kathryn can make the
card using all the left over ribbon?
Questions:
What strategy are you using to measure the
perimeter of the card?
Is the distance around the card longer or
shorter than 1 metre? How do you know?
Is there more than one solution?
How do you know if you have enough ribbon
to border the card?
Part 3 – After, Consolidation, Congress,
Bansho or Gallery Walk
Duration: 15-20mins
Math Congress – highlight 3 chosen pieces of
work to show strategies for solving the
problem
I would use the classroom Ipad to take photos
of students work and project it onto the smart
board to make it easier for students to
observe and compare each other’s work.
Congress Questions:
Would your card work if Kathryn only had 50
cm of ribbon? Why or why not?
Strategies:






Tools:







Make a picture
Doubling or skip counting
Addition
Comparison
Use logical reasoning
Use a manipulative ( ex. use construction
paper to make a card; use centimeter
cubes)
Ribbon
Construction paper
Ruler
String
Centimeter cubes
Scissors
Grid paper
Misconceptions:
 Students may mistakenly begin measuring
from points other than 0-cm mark on a
ruler.
 Students may sometimes forget to label
all sides and to include the measures of
the unlabelled sides in calculating
perimeter.
 Students may think that you use small
units only to measure small items.
 The object length stays the same size even
if you use different measures and get
different numerical values
Could you use snap cubes to measure the
perimeter instead of a ruler? Why or Why
not?
(Making Math Meaningful to Canadian Students
K-8 by Marian Small)
What do you notice about each of the
solutions? ( ex. all cards are different shapes
but same perimeter)
Extensions:
Students can then use their diagrams to
explore and compare area in the next lessons.
Resources:
A Guide to Effective Instruction K-3- Measurement
Ontario Curriculum Mathematics, 2005 Revised
Making Math Meaningful to Canadian Students K-8 by Marian Small.
Nelson Mathematics 2- Teacher’s Resource, Chapter 5: Linear Measurement
Area Lesson -1 (Waheda Hofioni)
Measurement: Grade 2 -Using Non- Standard Units to Measure Area
Curriculum Expectations:
Overall:
 estimate, measure, and record area, using non-standard units
 compare, describe, and order objects, using attributes measured in non-standard units
Specific:
 estimate, measure and record area through investigation using a variety of non-standard units
 select and justify the choice of a non-standard unit to measure area
 describe, through investigation the relationship between a size of unit of area and the number of units
needed to cover a surface
Task/Problem
Learning Goal:
To use manipulatives to problem solve and
I will be able to choose the best non-standard unit by
investigate how to measure the area of your
comparing three different non-standard units to (cue cards,
desk using 3 different non-standard units.
cd covers, chain links) to measure the area of my desk.
Part 1 Before, Minds On or
Activate Prior Knowledge
Duration: 15mins
Have two different non-standard units (sticky
notes paper, snap cubes) on the carpet.
Students will be sitting in a circle.
Ask students to describe the non-standard
units (shape, size).
Select a hard-cover book and place it in the
middle of the circle.
Invite the students to share how they would
measure (cover) the surface/front cover (area)
of the book.
Ask students to:
 choose the best non-standard unit
(sticky notes, snap cubes).
 estimate how many of each nonstandard unit he/she would need to
measure the surface (area) of the
book.
Think, Pair, Share- Students would share with
their elbow partner and discuss which is the
Student Success Criteria:




I know that area means the total surface space of an
object/shape
I can cover the surface of my desk and measure the
area using different non-standard units.
I can estimate and then find the area
I can count the number of non-standard units needed
to cover the surface of my desk
best non-standard unit, and the amount of
non-standards required to cover the drawing
of the book.
Select two student volunteers to cover the
book using different non-standard units
provided.
Record this information on the board.
Questions:
 What other strategy would you use to
help solve this problem?
 Does it matter which non-standard unit
you should use?
 Does the size of the non-standard unit
affect the number of non-standard units
needed to cover a surface?
Part 2- During, Work on It or Hands On
Duration: 20mins
Ask students to choose a partner. Ask the
students to measure the area of their desk
using the three non-standard units provided.
Ask the students to estimate how many nonstandard units for each object in order to
cover their desk.
Each group will determine the best
appropriate unit to use to cover their desk?
Strategies:
 Make a picture
 Use a manipulative
 Count the non-standard units
Tools:
 Desk
 Paper/pencil/markers
 Manipulatives (cue cards, cd cover, chain links)
Questions:
Can you estimate how much licorice you might
need before measuring the perimeter?
How did you solve the problem?
What strategy are you using to measure the
area of your desk?
Which non-standard unit is the best to use to
determine cover the surface of the desk?
Part 3 – After, Consolidation, Congress
Misconceptions:
Duration: 15-20mins

Math Congress – highlight 3 chosen pieces of
work to show strategies for solving the
problem.

Congress Questions:

What non-standard unit did you use to
measure the area of your desk?
Is this area more or less when you used
another non-standard unit?


Leaving gaps or overlapping when using non-standard
units
Does not understand the concept of non-standard
units (that it is not how we measure things)
Does not understand that area means the space
inside an object (surface of the top of the desk)
Does not understand to use the same non-standard
unit to measure the area
Does not understand that the larger the non-standard
unit, the fewer the number of non-standard units
required to cover the (area) surface of your desk
Which non-standard unit did you use the most
of? The least? How do you know?
Resources:
A Guide to Effective Instruction K-3- Measurement
Ontario Curriculum Mathematics, 2005 Revised
Making Math Meaningful to Canadian Students K-8 by Marian Small.
Area Lesson -2 (Waheda Hofioni)
Measurement: Grade 2 -Using Non- Standard Units and converting to cm to Measure Area
Curriculum Expectations:
Overall:
 estimate, measure, and record area, using non-standard units
 compare, describe, and order objects, using attributes measured in non-standard units
Specific:
 estimate, measure and record area through investigation using a variety of non-standard units
 select and justify the choice of a non-standard unit to measure area
Task/Problem
To measure two different gardens, using snap
cubes and converting non-standard units into
standard units (cm).
Learning Goal:
 I will be able to choose the appropriate nonstandard unit, and convert into centimeters.
Part 1 Before, Minds On or Activate Prior
Knowledge
Student Success Criteria:

Before – Show the students the front page of
the book “The Busy Ants and the Lazy Ants?”
Ask the students to predict what the story is
about. Read up until page 4; and ask the
following questions
Questions:
Which garden is wide?
Which garden is long?
How might you determine which garden is
bigger?
Which garden do you think is bigger, the lazy
ants or the busy ants?
Continuing reading up to page 10; ask the
children the following questions:
Questions:
Is there another way the busy ants could
measure their garden without leaving any
spaces? (after page 6)
Why might the little rectangles take a longer


I can use the same non-standard unit (snap
cubes) to measure the areas for both gardens
I know that one snap cube is equal to two cm
I can use math language (wide, long, cm, equal
to) to explain and describe why I chose certain
objects
time to cover the garden? (after page 9)
Why might the lazy ants suggest that the
triangle sandwiches are not the best way to
measure the area of the garden? (Show
students page 10, and point to the different
sized sandwiches. Ask this question before
the busy ants cover their garden. Once
children have answered this question, read
the rest of the page to see the response of the
lazy ants).
Now which garden do you think is bigger, the
lazy ants, or the busy ants? How do you know?
Stop the story and ask children the following
question:
The Lazy Ants and the Busy Ants were arguing
about which garden was bigger? Help the ants
solve their problem. Which garden is bigger?
How do you know?
Part 2- During, Work on It or Hands On
Divide students into groups of 3 to solve this
problem.
Questions:
How will you use the snap cubes to measure
the area of each garden?
What strategy will you use converting from
non-standard units to standard?
How close will you place your snap cubes and
why?
Part 3 – After, Consolidation, Congress,
Consolidation – Finish reading the story. Ask
groups to present their work.
The Lazy Ants and Busy Ants garden is equal
in size. The Busy Ants garden is a square
while the lazy Ants garden is a rectangle.
Congress Questions:
How do you know that the busy ant’s garden
is equal to the lazy ant’s garden?
Strategies:
 Draw a picture
 Use a manipulative
 Use addition to add up all the snap cubes
 Use a number line (to skip count by twos)
 Using multiplication
 Ruler to measure length X width
Tools:
 2 different construction papers to represent the
gardens for each set of ants. (The square shape
is for the busy ants and the rectangle shape for
the lazy ants).
 Markers
 Snap cubes
 Number line
 Ruler
Misconceptions:
 Does not understand the concept non-standard
units (that it is not how we measure things)
 Leaving gaps or overlapping when using nonstandard units
 Cannot convert one snap cube to 2 cm.
 Cannot skip count by twos.
 Uses different sizes of snap cubes to measure
the area.
Could we have used standard units to measure
the two gardens? Would we have got the
same answer? How do you know?
How might leaving spaces or using different
sizes of snap cubes change our answer?