Alexa DAuria

Grade/Subject Area: 1st Grade Math

Class Description: This lesson was designed for a first grade collaborative class in a
suburban public school. The class contains 20 students: 7 females and 13 males. There
are three male students with IEPs. Two of them are classified as Autistic and ADHD, the
third student is currently classified with a speech and language impairment. In addition,
this student presents oppositional and defiant behaviors. All of the students, except one
with an IEP, are reading above level F according to the Fountas and Pinnell reading
system. The lower student is receiving individualized instruction to practice phonics and
sight words. The three students with an IEP receive instructional support in the
classroom, including visual aids (graphic organizers and charts). There are two 1-1
teaching assistants to ensure that the students are focused and on-task. Two students
receive speech and language and their parents attend quarterly counseling.
Date of Lesson: March 31st, 2015
1. New York State Common Core Learning 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.
2. Essential Questions/Purpose
How do we measure an object?
What is a unit?
Is the measurement of an object the same when using different units of
measurement?
Is the measurement of an object the same when another person measures
the same object using the same unit of measurement?
3. ObjectivesAs a result of this lesson, students will be able to:
Measure lengths using different sized units (paper clips, tiles, and cubes)
Develop accurate measurement techniques
Recognize that when you or another person measure the same object
twice, with the same unit, the length is the same
Recognize that when you measure an object using different length units
the result will be different measurements
4. Vocabulary and Key Terms
Unit- an object one measures with
Long edgethe length of the object or the longest side
5. Pre-Assessment- Prior to this lesson, the students learned how to measure
different objects using connecting cubes. The students learned that the length of
an object is also known as the objects long edge. The students learned where to
start measuring an object and when to stop measuring it. The students practiced
measuring the longest part of eight different objects in a Measurement Collection.

6. Lesson Presentation:
a. Set InductionThe students will be asked to sit in their squares on the
rug. The teacher will tell the students that today for math workshop they
will be measuring the same objects in the Measurement Collection as
before. However, the students will not only be using connecting cubes, but
also tiles and paper clips. The teacher will show the students one cube, one
tile, and one paper clip. The teacher will ask If I want to measure the
length of this book with tiles where would I begin? The teacher will place
the book under the projector for the class to see. The teacher will allow
one student to place the first tile next to the corner of the long edge of the
book. The teacher will review with the class the longest side of a book and
the shortest side. The teacher will point out that the length of a book is its
long edge.
b. Procedure
o The teacher will tell the students that When we measure length,
we go in a straight line along the long edge of the object, while
pointing to the long edge of a book.
o The teacher will ask the students where to place the second tile.
The teacher will point out that each new tile must be next to and
touching the previous tile, with no space in between.
o The students will be able to participate in placing the tiles along
the edge of the book until the class decides when to stop
measuring.
o Since it is likely that the book will be in between whole numbers
of tiles, the class will review how to say/write in between lengths.
o Students responses should include between ___ and ___, ____
tiles plus some more, less than ____ tiles, or ___ and tiles.
o The teacher will ask the students if they could all be right.
o The teacher will record the students responses on chart paper and
write the proper unit of measurement (tiles) so that the class knows
that we used tiles to measure the book.
o The teacher will emphasize the importance of identifying the unit
used to measure the book referencing the student activity book (p.3
which they will be working on.)
o The students will be divided into three groups/tiers:
Tier 1: (4 students3 of which have an IEP)the students
will work with the teacher at the cubby table. The
worksheet explicitly states which objects to measure with
each specific unit tool. There are visuals to allow for
quicker connections.
Tier 2: (5 students) The students will work independently
and measure four different objects from the Measurement
Collection. The students will be able to measure each
object using any of the three unit choices (connecting
cubes, paper clips, or tiles).
Tier 3: (5 students) The students will work independently

and measure four different objects from the Measurement

Collection. The students will measure each object using all
three measuring tools (connecting cubes, paper clips, and
tiles).
o The other teachers will circulate the classroom to help the students
and make sure they are on task.
c. Closure
o The class will be asked to come back to the rug with their math
workbooks.
o The teacher will ask the students Who measured the ______?
The teacher will ask the student she calls on What unit did you
measure in?
o The teacher will ask the students What is a different way of
saying this?
o The teacher will ask the students to put their thumbs up if they got
the same answer. If the students did not get the same answer, the
teacher will model how to correctly measure the object.
o The teacher will ask the students if they measured the same object
with a different measuring tool.
o The teacher will ask the class Why isnt the length the same for
the paper clips, tiles, and connecting cubes?
o The teacher will record the class data on a chart.
7. Materials and Resources
Pencils
Student activity book page 3 and 4
Chart paper
Projector
Markers
Measurement Collection
A book
Tiles
Connecting cubes
Paper clips
8. Follow-Up Activity or Assignment
For morning work, the students will complete a multiple-choice
worksheet that compares different objects and asks which one is longer?
Then, the students will measure the length of any object in the classroom
using all three units of measurement (paper clips, connecting cubes, and
tiles). The students will write the appropriate unit after the number that
represents the length of the object. The class will create a book/collection
on Measuring Our Environment.
9. Evaluation/AssessmentOngoing observation
Do students start at the beginning of the object and finish at the end? Do
they line up the units without leaving any gaps?

Do they count accurately and keep track of the number of units correctly?
Do students double check when they are not sure of their measurements?
How do students record measurements that are in between whole
numbers?
10. Differentiation
This lesson was designed for a number of different learning styles and
levels, including two students with Autism and ADHD, as well as one student
with a speech and language impairment/oppositional defiant disorder. The needs
of students who are visual learners will be met with the teachers review model on
the projector, as well as the graphic organizers with pictures, and large charts.
Kinesthetic learners will be moving from the carpet, to their desks, and back to
the carpet. This hand-on activity is fun and engaging for all students.
Interpersonal learners, with an emphasis on social skills, will be able to participate
in a grand discussion on the carpet, comparing results. Intrapersonal learners will
benefit from the independent writing time. There are also three tiered groups. The
teacher will facilitate students in Tier 1 (4 students3 of which have an IEP) at
the cubby table. The worksheet explicitly states which objects to measure and
with what unit of measurement. Tier 2 (5 students) will work independently and
measure four different objects in the Measurement Collection. The students will
be able to measure each object using any of the three unit choices (connecting
cubes, paper clips, or tiles). This allows for flexibility of choice and allows the
students to use what they are comfortable with. Tier 3 (5 students) students will
work independently and choose four different objects from the Measurement
Collection. The students will measure each object using all three measuring tools
(connecting cubes, paper clips, and tiles). This will challenge and encourage the
students to focus on the activity. All three groups should finish around the same
time. These expectations are appropriate for their learning needs.
11. APA References
http://www.corestandards.org/

Name: ______________________

Date: _________________

Tier 1-Measuring different objects using different units of measurement

Word Bank: (Be careful if you measure an object and it is not exactly a
whole number, like 5 cubes long!)
Between _____ and ______

a little less than __________

______ plus some more

less than _________

______ and a little more

_______ and a half (1/2)

Use the cubes

to measure the post-it note. How long is it?

______________________________________________________ cubes
Use the cubes

to measure the marker. How long is it?

______________________________________________________ cubes

Use the tiles

to measure the watercolors. How long is it?

_______________________________________________________ tiles

Use the paper clips

to measure the card. How long is it?

__________________________________________________paper clips

Name: ______________________
Date:__________________
Tier 2- Measuring different objects using different areas of
measurement
Word Bank:
Name
Between
of Object
_____ and ______
How long?
______
Post-it
note plus some more
______ and a little more

Circle
a little less
yourthan
unit__________
of
measurement
less than _________

Cubes
_______ and a half (1/2)

Tiles

Paperclips

Marker
Cubes

Tiles
Paperclips

Watercolors
Cubes

Tiles

Paperclips
Card
Cubes

Tiles

Paperclips

Name: ____________________
Date:__________________
Tier 3- Measuring different objects using different units of
measurement
Direction: Measure all four objects using all three units of
measurement.

Name of Object

How long?

Unit of measurement

Post-it note

_________________
_

Cubes
_________

Tiles
_________
_________________
_
Paperclips

Marker

_________________
_

Cubes
_________

Tiles
_________
_________________
_
Paperclips

Watercolors

_________________
_

Cubes
_________

Tiles
_________
_________________
_
Paperclips
Card

_________________
_

Cubes
_________

Tiles
_________
_________________
_
Paperclips