1. Topic

Students will be able to select appropriate tools and units (customary
and metric) for a length being measured and will learn the basics
of equivalent standard units of length.



2. Content

As part of a mathematics unit on measurement, students will already
have a general understanding of estimation and measurement, as well
as the concepts of length and width.



3. Goals: Aims/Outcomes

1.How do we measure objects of different sizes?
2.How do we compare one measurement to another?
3.Write down the names of any units of measurement that you know.



4. Objectives

1.(Have rulers, yardstick and tape measure hanging in front of the
class) Make a list of the names of these measuring tools, and how
long you think they are.
2.When would it be helpful to know how long something is?
3. 


5. Materials and Aids

Materials:
 Rulers
 Yardstick
 Tape Measure
 1" x 1" Squares
 Paperclips
 8 ½" x 11" Paper
 Unsharpened pencils



6. Procedures/Methods

A. Introduction
1.Do we have to measure in "inches" and "feet?"
2.Do we have to use a ruler to measure?
3.Ask students for other ideas for units of measurement, i.e. "thumb,"
"hand," "pencil," and record student's suggestions on
a large piece of paper or chalkboard.



B. Development
1.Model using your finger to measure the length of a book (It's
two and a half fingers long).
2.Have students use a ruler to measure the same edge to the nearest
inch. Record the measurements.
3.Have students use an informal unit to measure the longest edge of
their desktop or table. Each student or group of students should use
the same informal unit, for example each student should use a hand,
or a finger, or a pencil as their unit, but they should each use their
own finger or hand so that the resulting measurements vary. Have students
record their measurement. 


C. Practice
1.Using a ruler, the yardstick, the tape measure and the squares,
give students examples of length.
2.Demonstrate equivalent measurements (12 cubes = 1 ruler; 3 rulers
= 1 yardstick).
3.Using an everyday object (a book, desktop, computer monitor, chalk
board) ask students to estimate the lengths or measurements of the
object. Records the estimates on a large sheet of paper or the chalk
board.



D. Independent Practice
1.Split the students into groups of 23 and distribute the "What's
the Relationship?" (attached) worksheet to each student.
2.Have the students work with their partner or group to complete the
worksheet. Try not to use your measuring tools, but if you get stuck
you can use them to help. If you finish ahead of time, try to figure
out the bonus question.
3.Circulate and observe, offering assistance if needed. When most
students are finished, reconvene as a class and ask volunteers for
their answers, comparing with their classmates, checking for understanding
of equivalency between units.



E. Accommodations (Differentiated Instruction)
1.During the Group Work phase, partner more advanced students with
students who generally have a tough time with math, and encourage
students to help one another.
2.Prepare study guides for students to take home, geared towards those
having a difficult time with the concepts. Give the study guides to
all students, but the guide should be designed at a basic level.
3.Give an alternate version of the homework assignment (see below)
to advanced students, challenging them to also measure and convert
the height of the family member or friend who helps them.



F. Checking for understanding
1.Ask the students to relate their estimates to the measuring tools
or to the other objects when making a guess. How many squares long
is this textbook? How many rulers would it take to reach the end of
the chalkboard?
2. Have the students grade each others paperwork, if needing additional
help, clarify.
3.When most students are finished, reconvene as a class and ask volunteers
for their answers, comparing with their classmates, checking for understanding
of equivalency between units.



G. Closure
1.Throughout the class, as students determine rules or methods for
conversion and equivalency, make posters displaying the rules for
posting in the classroom. Name the rule after the student that suggested
it, or give them humorous titles.
2.As the class winds down, spend a few minutes revisiting the rules,
asking students to explain them in their own words.



7. Evaluation

1.Throughout the class, as students determine rules or methods for
conversion and equivalency, make posters displaying the rules for
posting in the classroom. Name the rule after the student that suggested
it, or give them humorous titles.
2.As the class winds down, spend a few minutes revisiting the rules,
asking students to explain them in their own words.


