BES Formal Lesson Plan

Date: January 20, 2016

Teacher: Tricia White

Unit Topic Title: Measuring length with

non-standard units; Comparing and
ordering by length

Subject: Math

Depth of Knowledge (Essential) Questions

Lesson Hook (Why do we need to know
this?)
1. Why is measuring accurately important?
2. Why compare length?
Hook: At the carpet, I will demonstrate
measuring a common object with non-standard
units. I will first ask the kids sitting around the
carpet to guess how many linking cubes long
they think the object is. I will mock measure
the object inaccurately and see if they can
explain what I might be doing wrong and why it
is important to measure accurately.

Key Unit Vocabulary Terms

measure
long
length
longer
non-standard
longest
short
unit
shorter
gaps
shortest
overlapping

Clear Learning Objectives/Learning Goals (GLCE, CCSS)

I can or We can Statements
CCSS Math Goals: I can measure objects with accuracy, using
non-standard units. We can order compare objects by length,
from shortest to longest.
1.MD.A.1; Order three objects by length; compare the lengths of two
objects indirectly by using a third object.
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.

Teaching, Modeling, Demonstrating (Focused Instruction)

1. At the carpet, I will give the hook for the lesson (see above).
2. Then, I will present the essential question Why is measuring
accurately important?
3. We will have a brief guided discussion about who measures things
and why we need to know the length of things. Some examples
might be a carpenter measuring wood to cut, a doctor measuring a

Tools/Resources/
Notes
Curriculum
Crafter; first
grade common
core math
Math CCSS
First Grade
Saxon Math
Materials
Needed:
desk
items,
such as
crayons,
pencils,
markers
Yarn, cut
to four
different
lengths

BES Formal Lesson Plan

4.

5.
6.

7.

babys growth, or a construction worker measuring a section of road

to fix.
Ill ask what kind of tools the workers in the examples measure with.
Some responses might be rulers, measuring tapes, and/or yard
sticks.
I will also ask if these people in the examples have to be accurate
when they measure and why.
Then, I will state that today we will be measuring using non-standard
units, linking cubes. We will also compare and order objects by
length. I will also read the math goals on the smartboard for the
lesson.
I will explain that we will practice measuring with accuracy first,
making sure we do not leave any gaps or overlap at the ends. Then
we will be partnering up to do some measuring, and finally, we will
be comparing length of the objects we measured and putting them
into order from shortest to longest.
Guided/or Independent Practice

1. Next, I will dismiss the children to the desks, where we will practice
measuring length of some common desk objects together, like a
marker, crayon, or pencil.
2. Once I feel that the students are measuring accurately, I will give
directions for the partner measurement activity, and I will assign the
partners.
3. We will have a brief discussion about what working with a partner
looks like/sounds like before they begin.
4. We will pass out the recording pages, I will assign the objects and
they will begin. Each table group will have a variety of objects to
measure that will be useful in ordering by length when we wrap up
the lesson.
5. As the partners finish up, I will encourage them to check their
findings with their tablemates.
6. When everyone is done, I will instruct them to work together at their
tables to compare all of their objects.
7. I will first ask them to look at what their objects have in common and
if there is a way that they can compare them, bringing up the
essential question, Why compare length?
8. I will be asking each table to explain the order of length they put
their objects in, using words such as short, shorter, shortest, and
long, longer, longest.
9. Finally, students will record their final comparison on their pages by
drawing out the order of their objects.
10.I will wrap-up the lesson by reviewing our math goal and checking for
understanding.
Noticing: Check for Understanding (Formative/Summative
Assessment)

Straws,
cut to four
different
lengths
Paper
strips, cut
to four
different
lengths
Linking
cubes
Recording
pages

Lesson
Extensions and
connections:
Brainpop
Jr. video:
Inches
and Feet
Read
aloud
book, Me
and The
Measure
of Things
by Joan
Sweeny
Possible
PBL:
Create a
mini city
using
measurem
ent to
make
buildings
and roads
Cross
curricular
connectio
ns to the
first grade

BES Formal Lesson Plan

I will be looking for accuracy in measuring throughout the guided

practice portion and the independent practice portion of the lesson.
I will be checking for the students understanding through the use of
the essential questions and the verbal feedback the students give
during the discussions.
Students will demonstrate their understanding on their recording
pages.
Students will demonstrate their understanding by their performance
with comparing and ordering the objects.
Possible student misconceptions/misunderstandings

Many students think that length is the same as height.

Some students might understand that standard units of
measurement are often linear but not understand that measurement
can be expressed using non-standard units as well.
Many students have difficulty with iterating when measuring. It is
important for them to practice using non-standard units like linking
cubes to eliminate gaps and overlapping in measurement, promoting
accuracy when using standard units later on.

science
unit,
Tools of
the
Scientist