This document outlines a lesson plan on measurement for students. The objectives are for students to measure length, height, and perimeter using manipulatives. Students will work in groups at 6 centers to practice these skills. The centers involve measuring various objects using different manipulatives. After working in groups, the class will discuss their experiences and what they learned about measurement.
This document outlines a lesson plan on measurement for students. The objectives are for students to measure length, height, and perimeter using manipulatives. Students will work in groups at 6 centers to practice these skills. The centers involve measuring various objects using different manipulatives. After working in groups, the class will discuss their experiences and what they learned about measurement.
This document outlines a lesson plan on measurement for students. The objectives are for students to measure length, height, and perimeter using manipulatives. Students will work in groups at 6 centers to practice these skills. The centers involve measuring various objects using different manipulatives. After working in groups, the class will discuss their experiences and what they learned about measurement.
GLO Use direct and indirect measurement to solve problems
SLO 2. Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure length and mass (weight). [C, CN, ME, R, V] 3. Compare and order objects by length, height, distance around and mass (weight), using nonstandard units, and make statements of comparison. [C, CN, ME, R, V] 4. Measure length to the nearest nonstandard unit by: • using multiple copies of a unit • using a single copy of a unit (iteration process). [C, ME, R, V] 5. Demonstrate that changing the orientation of an object does not alter the measurements of its attributes. [C, R, V] Objectives Students will be able to: - Measure the length, height, and around an object using 1 manipulative or multiple manipulatives Assessment - Observations in groups - Class discussion Materials - 10 rods - 1’s blocks - paper clips - unfix cubes - Dice - Counters - Books - Big blocks - Pencil cases - Monsters laminated - Tape Intro Time Ties to last lesson: - Have students remind you / show you what is 10 cubes long. - As they show you recognize that they are lining up the end
Review rules and demonstrate 10
1. Reminder of definition or height, length, and perimeter Minutes 2. Same size object 3. Start at the edge 4. No overlapping 5. Demonstrate examples doing each of these wrong 6. Have someone come up and show you how to do it properly
Go over groups and centers
Body
Groups Homogeneous: 1 Strongest 6 needs most assistance
This will allow for the strong students to be challenged the students that need more assistance and practice to receive that before they are assessed. 10 Centre Activity Manipulative Directions Minutes 1 Monsters Cubes, 100 cubes Measure the laminated Per monsters. station Miss. Millard must see at X6 least one measurement to assess. 2 Big Blocks Unifix blocks Measure the perimeter of the blocks which is largest? What is the largest shape you could make? 3 Books Dice, counters Measure the perimeter of the books? Which book is the smallest, largest, medium? 4 Tape Markers, Ten rods What is the shortest distance. All start and end at the same spot go different routs. If these were roads which one would get you there faster? 5 Door Markers, tens rods Mark each students height on the door. You will have to take turns and work together. Remember that you must use ticks. Needed something for the students to do well they waited their turn. 6 Pencil Case Beads, Teddy bears, Measure different items in Paper your pencil case. Who has the largest item? How do you know? This centre needed more structure perhaps next time giving them one pencil case to use. Conclusion Group Discussion: - Why do you think I gave you the manipulatives at each station? I selected 15 them purposefully. Why didn’t I give you markers for the pencil case? minutes - How can you tell if something is the biggest, smallest or in the middle? - What was the largest block, largest book, largest tape? (same or smallest if time) - Did you discover that I measured anyone’s height wrong? How can you know for certain?