Measuring Sense

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Measuring Sense

• Kathleen Coogan
• Hillery Park Elementary 27
• Buffalo School District
• Mrs. Merzaccos 4th Grade
• Spring 2008

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Background Information

• This lesson was created for a general education
  class of 24 students.
• The class was made up of 14 boys and 10 girls.
• There are no students in the class with an IEP
  however 1 student receives direct instruction
  during literacy.

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Purpose

• To evaluate the students understanding of the
  use of measurement units and tools to measure
  specified objects.

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Time Frame

• This lesson takes one 50 minute class period.
• Students who finish early are given the
  opportunity to complete one of two activities.
• The students who require extended time can finish
  their measurements during math.

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Objectives

• 1.0 The students will show measurement
  conversions in writing with the standard units.
• 2.0 The students will be able to verbally state
  the order of objects according to the length.
• 3.0 The students will be able to record the
  accurate measurement of different objects using
  the proper standard unit.

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Essential Question

• What would it be like if we only used one unit of
  measurement?

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Enduring Understanding

• Using appropriate units of measurement allows us
  to better express and communicate an objects
  size.
• Using the appropriate tool for measurement is the
  easiest form of measurement (football field
  measured with a yard/meter stick, height with a
  ruler (feet), and length of book with a ruler).

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Guiding Questions

• Why do you think there is more than one unit of
  measurement?
• What are objects that I could measure using each
  standard unit?
• What is the relationship of inches to feet?
• What unit would you rather use to measure a
  football field?
• How would you measure the distance from your
  house to school?

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Student Tasks

• Differentiate and use the proper unit of
  measurement for different items
• Match the proper unit of measurement when given
  an object to measure
• Record the accurate measurement and label with
  the proper unit

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NYS Learning Standard

• Level ElementaryGrade Level 4New York State
  Learning Standard MSTStandard Area
  MathematicsStandard Standard 3-MathematicsConte
  nt Strand Measurement Strand Students will
  determine what can be measured and how, using
  appropriate methods and formulas.Band Units of
  Measurement

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Performance Indicator

• 4.M.1 Select tools and units (customary)
  appropriate for the length measured Pg. 28

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Assessment Tools

• The students were assessed based on a four point
  rubric
• A student friendly rubric was also given to each
  student

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Measurement Rubric
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Teacher Exemplar
Smallest------------------------------------------
--------------------------------------------------
-Largest 5 ½ in - 7 in - 12 in(1
foot) -2 ½ feet- 6 feet -(2 yards) -15 yd -30 yd
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Student Work-Distinguished
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Rubric
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Student Work-Proficient
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Rubric
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Student Work -Developing
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Rubric
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Evt/Mng Modifications

• Overview of rules/Student Groups
• Students are aware of expectations and
  demonstrate responsibility for own actions
• Students work with members of the class based on
  seating groups

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Instructional/Materials Mod

• Students repeat the directions to the teacher
  before beginning the independent work
• The students will understand the task by
  restating it in their own words

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Content/Materials

• Use different tools to measure
• Different Size Rulers
• Different tools (yard stick/ruler)
• Students become familiar with standard units

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Reflection

• Thanks to my peer review group I learned I
  could..
• 1. Let students choose their own objects
• 2. Add children's books on measurement
• 3. Add more differentiation
• Lesson Learned Never assume the students know
  anything

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• Thank you to my peer review group Jill,
  Shannon, Kelly, Sean, Val and Mr. Arnold for your
  help creating this learning experience!