LEARN NC

K–12 teaching and learning · from the UNC School of Education

Partners in Measurement

Students will apply their knowledge and demonstrate their ability to use standard and non-standard customary units in a cooperative measurement activity.

A lesson plan for grade 4 English Language Arts and Mathematics

By Vanessa Thomas

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Learning outcomes

Students will:

  • accurately use a tape measure and ruler to accurately measure an object to the nearest inch.
  • convert units in the same system.
  • use a scale and other measurement tools.
  • be able to record their data in a logical manner.

Teacher planning

Time required for lesson

4.5 Hours

Materials/resources

  • 1 copy of following book for teacher: Measuring Penny by Loreen Leedy ISBN 0-8050-5360-3
  • tape measures for each pair
  • rulers
  • bathroom scales
  • notebook paper and pencils for each student
  • Poster Board — enough for each pair

Technology resources

http://www.aaamath.com
http://4teachers.org/projectbased/

Pre-activities

Read Measuring Penny by Loreen Leedy.
Ask students to point out all of the different ways Lisa measured her puppy, Penny.

Ask students to brainstorm how many different ways they can measure themselves using information they have accumulated over the past couple of weeks in the measurement unit. (This lesson is the last in my measurement unit)

Make a list in their math journals.

Activities

  1. Working in pairs, students should measure each other in as many different ways as possible using customary, metric, standard and nonstandard units. The measurements should include as many of the following as possible: length, width, weight, height, capacity, time, money, and temperature. The final product should include a comparison to the partner. For example: Krista is shorter that I am or Krista’s hair is longer than mine.
  2. Teacher places students in cooperative pairs. Give each pair of students a ruler with customary and metric units, a tape measure and calculator.
  3. Designate a spot in the room for use of the bathroom scale and balance scales with gram stackers, etc.
  4. Have students begin by comparing their individual lists of how they will measure each other. Students should also develop a plan to complete each measurement at school especially capacity as well as how they plan to display the information and present it.
  5. Beginning with linear measurement, work to measure each other in as many ways as possible using customary, metric, standard and nonstandard units. Teacher should circulate and monitor student progress; giving assistance as needed. (Use the attachment called measurews.)
  6. Students should continue measurements covering as many areas as possible. The final results should be displayed in a creative way. Poster board is provided. Students should also include a written statement telling what they learned from this activity - what was difficult and what was very easy.

Assessment

  • Students will present the project to the class. Each pair of students will have 5 minutes to present to the class explaining how they reached each measurement especially any conversions. Students will score each other using the attached checklist.
  • To follow up, students will then pick any object and measure it in as many ways as possible individually. Students will have three days to complete the individual project. The individual project should include a written paragraph stating why they selected their particular object to measure, what they learned, what was difficult and what was easy.
  • Extension: Write and illustrate a story called “Measuring _____________”. In your story explain your measurements in a way that would be understood by a 2nd or 3rd grader learning about measurement. (optional at teacher’s discretion)
  • Assessment checklist

Supplemental information

Measuring Penny
by Loreen Leedy

Henry Holt and Company LLC-- publishers
ISBN# 0-8050-5360-3

Related websites

http://www.aaamath.com

Comments

I adapted this lesson from the lesson in Loreen Leedy’s book, Measuring Penny . I have used this lesson in my math class for two years and the kids love it. In the past, I have only used it as a homework project. I have adjusted it here to allow students to work in class in cooperatve pairs because, because based on the results of the past two years, I feel that the students need a concrete example on which to base their personal project. I feel the extra measurement practice would be a bonus plus I feel that the students working together would spark each others thinking.

I added a Partners in Measurement WS to give a guide to what the mininum requirements would be. I made weight optional in the classroom in case there are students who may be overweight and sensitive about that. Students may add anything they wish over and above the requirements. Things I have seen done in the past are: circumference of the head, how much it cost for me to live at home encourages parent participation, how much cereal I can eat for breakfast in a week, etc. Really encourage them to think about all the ways we use measurement in our daily lives.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 4

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • present information and ideas in a clear, concise manner.
      • discuss.
      • interview.
      • solve problems.
      • make decisions.
    • Objective 4.03: Make oral and written presentations using visual aids with an awareness of purpose and audience.

Mathematics (2004)

Grade 4

  • Goal 1: Number and Operations - The learner will read, write, model, and compute with non-negative rational numbers.
    • Objective 1.01: Develop number sense for rational numbers 0.01 through 99,999.
      • Connect model, number word, and number using a variety of representations.
      • Build understanding of place value (hundredths through ten thousands).
      • Compare and order rational numbers.
      • Make estimates of rational numbers in appropriate situations.
    • Objective 1.05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.