Measurement and Data Center By: Kelly Hahn & Sammie DeLeon Content and Task Decisions Grade

e level: K and 1st Unit: Measurement and Data Overview We will be having the children pair up and measure each other with the unifix cubes. Each child will have a chance to measure their partner. Then, the students will write down the number of unifix cubes it took to measure their partner on a post-it note. After, we will start/continue creating a poster collecting all the different height measurements. Mathematical Goals/Objectives Students will identify measurable attributes of their body. Students will work cooperatives in pairs to measure heights using unifix groups. Students will compare heights indirectly by using their unifix cube measurements. Common Core Standards CCSS.Math.Content.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Childrens Needs: For English Language Learners Reiterate directions in multiple ways to ensure comprehension. Visual demonstration: Teachers using unifix cubes to measure each other. Verbal directions Incorporate counting up unifix cubes in different languages such as English and Spanish. For Children with Disabilities Use hand-over-hand modeling to help students to stack unifix cubes -- helpful for students with fine motor problems. Thoughtfully partner up students in pairs that are supportive and foster learning. Materials Unifix cubes

 Post-It Notes Pencils Dry erase board and marker Lesson Before Present the focus task: What are some ways to measure things? Do you think we could use these cubes to measure our friends? We are going to use these cubes to measure our friends and make a graph. Have you guys ever made a graph before? After we measure each other we will be able to discuss what we got when we measured our friends. We will also make a graph together--you guys will help us figure out where to place the numbers on graph. Who is the tallest? We are going to figure out how many of these unifix cubes it takes to measure you. Provide clear expectations: These are unifix cubes, and they will only be used to for measuring your partner. Do you think we should throw the unifix cubes? Should they go in our mouths? When you are finished measuring your partner, you can set your unifix measurements on the table so that we know you are done. We will let you know when it is time to switch partners. Demonstrate how to stack the unifix cubes. During Initially Make sure that each pair of students receives enough unifix cubes. As well, make sure that each student has a post it note/piece of paper and a writing utensil to write down their heights. If there is an odd number of students, a teacher will pair up with that odd numbered student. Ongoing Observe the students while they measure each other with unifix cubes. Some children may count while they are building, while others may build first and count the cubes after. Observe to see how the children are measuring each other--some children may lay down on the floor to be measured, and others may stand to be measured. After about three minutes, the students will be asked to switch. The measured partner will now measure the other partner. After all students have been measured, the group will reconvene.

 After Bring the group together and make the graph. Ask the children what should be on the graph. What should go on the vertical and horizontal axis, etc. Compare data by using unifix cubes (concrete) and recorded numbers. Who is the tallest in the group? Can you show us how you knew that on the graph? Can someone else show us how you can tell using the unifix cubes, Assessment Observe Look at how students are measuring one another: Are they measuring as their partner is laying down or standing up? Are they counting as they stack each cube or counting the collective measurement afterwards? Watch to see if they students are completing the task as given: Are they using the unifix cubes appropriately? Are they following the given roles? Is one person being measured while another is using the unifix cubes to measure their partner? Are the students engaged in the activity? This can show confusion or interest level. Ask During How many cubes do you have so far? Are there enough cubes to measure your friend? Where should you start their measurement? (feet or head) How many total cubes do you have? Can you write that number? After (graphing) Who has the most cubes? What does having the most cubes mean? Who has the least amount of cubes? What does having the least amount of cubes mean? Where should we place this post-it note? Looking at the graph, who has the most/least? How can you tell?