This lesson is for the children to explore different types of standard units of measurement and how to measure different lengths, distances and areas. The students will be in small groups of about 5, they will travel with their groups around the school measuring different things that the teacher has assigned and are on their record sheet. The students will be using a metre stick, and 30 cm ruler and a trundle wheel. The students will be using their prior knowledge of the terms: centimetre, metre, length, height and width for this activity. A worksheet will be prepared ahead of time that the students will use during the activity to record the information that they find.
The expectations are that the students will use the key vocabulary that the teacher review at the beginning of the class. The children will also have to be comfortable using these words to describe what they have measured (i.e. the width of the hallway is 340 cm). Children will be able to orally express themselves when they show the class the results after completing the follow-up graphing activity.
The children will be going around the school in small groups (of about 5 students) measuring the length, width and area of different spaces using a variety of measurement objects.
This lesson is designed to have the students actively measuring different spaces around their everyday environment (the school). The children will be going around the school in small groups (of about 5 students) measuring the length, width and area of different spaces using a variety of measurement objects. These objects include: metre stick, 30 cm ruler, and a trundle wheel. The expectations are that the students will learn how to accurately measure spaces and later be able to make a reasonable guess at the distance or area of something. The activity will go as follows:
·The teacher will review with students the terms metre, centimetre, length, width and area.
·The teacher will review and introduce the measurement tools
·The teacher will go over the record sheet that the students are to keep with them and instruct them that they are to record all of their findings as they make them
·The teacher will then assign students to pre-designated groups
·The students will then get into those groups and the teacher will tell the students where they are to go first
·The class will stay in the general area of each other at all times as they are only being supervised by the one teacher
·When the students move to a different area of the school (i.e. the gym or playground), they will be moving together
·The spaces that the children will be measuring include:
·the length of the classroom
·the width of the hallway
·the area of the gym
·the distance from one end of the field to another
The students will be assessed using a rubric that is already made up for the math curriculum. The students will be evaluated on completeness of their chart, and also the follow-up activity that they will be assigned to following day, which is to make a graph.
Some accommodations that can be made to help some of the ESL students in the classroom are to have the teacher assign the students that need extra help to groups with students that are confident with measurement and measurement tools. Another modification that can be made is to have the teacher around to help those students that need assistance and explain further and demonstrate how to measure using the different tools.
Something else that might help the ESL students, who might be comfortable with numbers from past education, but may not be comfortable using English words to describe the units of measure. The teacher could make up a review sheet that these students could carry around with them while completing the activity. The sheet could have the word centimeter and and square centimeter representing this unit. It could also have a picture of the hallway (for example) and a line labeling what width is, and a line labeling what length is.
The resources needed will be: 6 30 cm rulers, 6 metre sticks and 2 (unless the teacher can get more) trundle wheels (to rotate through the groups). The teacher will also need to make ahead of time the record chart that each individual student will have to fill out (so the teacher will need 35 of these –which is included with this assignment).
Submitted by: Kristina Jenkins