# Lesson Plan Topic: Measuring Length Time Allotted: 1.5 hours

Topic:

## Measuring Length

Time Allotted: 1.5 hours Grade/Subject: 5 Unit: Outcomes 1. Students will demonstrate an understanding of measuring length in mm, cm, m, km and select and justify referents for each unit of measure. Students will describe relationships between those units of measure and be able to express a length in different units. 2. Students will demonstrate understanding of perimeter and area, and be able to find the perimeter and area of a rectangle or a rectangular object.

Assessment of outcomes/objectives: 1. Students are able to determine the various lengths in the various units of measure (determined by observation). 2. Students understand perimeter and area (determined by observation).

Materials Rulers Base 10 Blocks Metre Stick Cm grid paper Introduction/Anticipatory Set: 5-minute warm-up: Solve the following: “Stacey went to the store and picked up 4 items. The prices of the items were: \$8.99, \$7.23, \$14.78, and \$10.21. She had a \$50 bill. Did she have enough money to pay? How do you know?” Instruction/Guided Practice: (10min) Launch from MMS p. 120 &121. Identify examples of measure in the picture. What is each measuring? week. – length, height, width, capacity, (10-15 min) Review referents for 1 cm and 1 m, as well as 1mm and 1km that were introduced last Distribute base ten blocks, one of each to each student. Start with the unit cube. How long is it? (1cm) How many mm would that be? Pick up the rod. What is its length? (10cm) How many mm would that be? (100mm) How many rods would it take to measure a m? How many units would it take to measure a m? How many cm = 1 m? How does a m compare to 1 cm. Relate each of these units of measure to km.

Ask students to identify something that you would measure in mm, in cm, in m, in km. (15-20min) Explore p.122 – Students will use base ten rods to help them complete the scavenger hunt, finding objects that fit each description. After students have recorded an object for each description, distribute rulers and students will measure 3 of their items. As a class, discuss if they estimated well or not. (20-25min) Connect & Practice previously in grade 3 & 4). – Ask each student to use their ruler or a metre stick and measure an object in the room and record it. Together, express each length in different units. In notebooks, have students do questions from MMS p.124 #3,4,5,8 (15-20min) Perimeter & area- Distribute cm grid paper. Ask students to draw a rectangle that is 5cm by 4cm. What is the perimeter? What is the area? (We may need to review these concepts taught Have students draw another rectangle that is 7cm by 2 cm. What is the perimeter? What is the area? How does it compare to rectangle #1. Students will draw a 3 rd rectangle that is 10cm by 2cm. How does the area and perimeter of this rectangle compare to the others. Lead students to recognize that two rectangles with different dimensions can have the same area or the same perimeter. Closure: Name a referent for 1 mm, 1 cm, 1m, 1 km and name an object you would measure using each unit. Differentiation: Use of multiple intelligences as students will recognize units of measurement: 1) Logical/Mathematical (students analyze, test, solve) 2) Bodily-Kinesthetic (students demonstrate, use motion) 3) Visual-Spatial (students orient, represent, maneuver) 4) Verbal-Linguistic (students articulate, discuss) 5) Interpersonal (students confer, coordinate, interact)