Measuring Up
Math Teacher Leader Kick-Off
28-29 August 2006
Henry Kepner
Kevin McLeod
Connie Laughlin
DeAnn Huinker
This material is based upon work supported by the National Science Foundation under Grant No. 0314898. Any
opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do
not necessarily reflect the views of the National Science Foundation (NSF).
Session Goals
 Consider the relationship among
measurement, geometry, and other
mathematics strands.
 Examine big ideas of measurement.
 Generate, use, and refine measurement
benchmarks.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
2006–2007
MMP Content Themes
Measurement and Geometry
Reflect upon teaching and learning
measurement and geometry, identify:
Big ideas and concepts
Important skills
Connections between them
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
How long is a meter?
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
Big Ideas of Measurement
Read “Big Ideas” section on page 315.
Consider how these ideas relate to the
“How Long is a Meter Activity”
Read “The Meaning and Process of
Measuring” section on page 317.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
Big Ideas of Measurement
1. Measurement involves a comparison of an
attribute of an item or situation with a unit that
has the same attribute.
◊ Lengths are compared to units of length,
◊ Areas are compared to units of area,
◊ Time is compared to units of time, etc.
2. Meaningful measurement and estimation of
measurements depend on a personal familiarity
with the unit of measure being used.
3. Estimation of measures and the development of
personal benchmarks for frequently used units of
measure help students increase their familiarity
with units, prevent errors in measurement, and aid
in the meaningful use of measurement.
4. Measurement instruments are devices that replace
the need for actual measurement units. It is
important t to understand how measurement
instruments work so that they can be used
correctly and meaningfully.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
A Measurement is . . .
. . . a number that indicates a comparison
between the attribute of the object (or
situation or event) being measured and
the same attribute of a given unit of
measure.
Process of Measurement
1. Decide on attribute to be measured.
2. Select a unit that has that attribute.
3. Fill, cover, or match the unit to the
attribute of the object.
(Van de Walle, 2004, p. 316)
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
Scavenger Hunt
Directions:
K-2 Weight
• Use the balance scale to determine
which book is heavier
• Use the books, beakers, and videos.
Put everything in order from lightest to
heaviest.
3-5 Mass
• Use the balance scale to determine
the weight of several objects at your
table in grams.
• Order your objects from lightest to
heaviest
Reflect: In what ways did measurement
ideas grow across the grades?
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
Personal Benchmarks
Why?
1. Increases students’ familiarity with
units.
2. Helps prevent error in measurement
3. Aids in the meaningful use of
measurement.
4. Help students answer simple
measurement questions.
What?
1. Personally determine a benchmark
for involving seconds(e.g., 3 seconds
or 20 seconds).
2. Share these benchmarks with the
other teachers at your table.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
A Brief Walk-Through of the Scavenger Hunts
PreK – 2 pp. 16-17 and p. 70
Goals
• Identify objects that are longer, shorted, heavier, lighter,
hold more and hold less
• Understand the use of comparative vocabulary
• Order objects by a specific attribute
Materials
• Copy of “Scavenger Hunt List” for each student.
• Paper clip and crayon, penny and a wood block, spoon and
small cup, rice beans or sand.
• Objects of various lengths, weights, and capacities at three
stations.
Scavenger Hunt Part 1 (Explore)
Students work in pairs.
They find objects that fit each of the comparisons on the
student sheet.
Class discussion of objects that they found.
Scavenger Hunt Part 2 ( Extend)
Create three stations (length, weight, capacity).
Determine objects that are longer then, shorter than, and
the same length as the given object.
Challenge more capable students to order the whole set of
objects according to the stated attribute.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
A Brief Walk-Through of the Scavenger Hunts
Grades 3-5 pp. 34-38 and pp. 112-117
Goals
• Select objects with attributes whose measurements are
approximately equal to a given length, weight, of angle, as
measured in standard units.
• Develop a familiarity with standard units of length, weight,
and angle.
• Classify measurements as “same as”, “more than’ or “less
than” a given length, weight, or angle in standard units.
• Understand the use of comparative vocabulary.
• Order objects by a specific attribute.
Materials
Assorted objects depending on items to be measured.
Scavenger Hunt Part 1 (Engage and Explore)
Students work small groups of 3 to 4 students.
They find five objects that are close to their standard unit.
Measure to find which object is closest to the unit that the
group received. (Ex: 1 cm, 1 inch, 1 foot, 1 yard).
Scavenger Hunt Part 2 ( Extend)
Change the scavenger hunt to find 5 objects with weight as
close to that of a given standard measure. (Ex: 1 gram, 1
pound, 1 ounce, 1 kilogram).
Observe how students report the measures and how they
measure the attributes of objects.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
My Benchmarks
Grades 3-5 pp. 39 – 42, pp. 118 – 121
Goals
• Generate ways of using familiar objects as
measurement devices, or benchmarks, in daily life.
• Use the benchmarks to estimate the measurements
of selected attributes of familiar objects.
• Develop a familiarity with objects with standard
units by measuring particular attributes in familiar
objects.
Materials
Various materials depending on the objects to be
measured.
Activity
• Students work in pairs. They will be finding
benchmarks to estimate measurements such as
length, area, volume, or weight in standard units.
• Perform the tasks on the black-line masters.
• Whole group reporting when they are finished.
Record the various benchmarks that students used.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.
Assignment for September
With colleagues and students, fill out a
copy of the Personal Measurement
Benchmarks chart.
Try to find 2-3 benchmarks for each
unit.
Bring these charts to the September
meeting.
Developed by the Milwaukee Mathematics Partnership (MMP) with support
from the National Science Foundation under Grant No. EHR-0314898.