vanhouten measurement unit

8/3/2019 Vanhouten Measurement Unit

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Measurement

Mary Frances Van Houten

FRIT 7737

Click on the Link Below:

Measurement Pathfinder
http://maryfranvanhouten.pbworks.com/w/page/47962456/Measurement%20Pathfinderhttp://maryfranvanhouten.pbworks.com/w/page/47962456/Measurement%20Pathfinder


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Grade: 3rd Grade Mathematics

Teachers: Mrs. Van Houten (Media Specialist)

Mrs. E. Butler (Classroom Teacher)Mrs. Adams (Special Education Teacher)

Concept: Measurement

Purpose: The purpose of this lesson is to instruct students on measurement and choosing theappropriate unit and tools. Through creating a digital scrapbook, students will be able to identify

and explain measurement using everyday objects. Students will use units to discuss longdistances. Students will measure to the nearest inch, inch and millimeter in addition to inch,

foot, yard, centimeter, and meter. They will also be able to estimate length and represent it using

the appropriate unit of measurement. They will also be able to compare one unit to another within

a single system of measurement. They will prove their understanding of these mathematical conceptsby producing a digital scrapbook featuring original pictures.

Materials: SMART Board, laptops with Photo Story 3, headphones with attachedmicrophones, digital cameras, student directions for assignment, assignment rubric, photo story

directions, wiki pathfinder, and student self-assessment, group work rubric

Learner Analysis: This lesson is designed for a 3rd grade math class. This group of 20students is part of a co-teaching concept. In other words, this class has the regular educational

math teacher and the special education teacher both assisting each other during the lesson.

Economic Information: The elementary school is considered an economically

disadvantaged county. 73% of students receive free or reduced lunch benefits. Out ofthe students in the learner group, 15 are considered low income, while 5 are from middle

class families.

Age/Gender: The students range in age from 8 to 9 years of age. One learner is 10 years

of age. There are 9 boys and 11 girls.

Cultural Background: There are 9 African American students and 10 Caucasianstudents in this class. There is one Hispanic student.

Educational Background: According to the STAR Test conducted at the beginning ofthe school year, 5 students are reading below grade level. The students were also given a

benchmark math CRCT test. Of the twenty students tested, only 3 met expectations,

none exceeded, and 17 students did not meet expectations.

Special Needs/Accommodations: There are no gifted students in this group of learners.Three students are on medication for ADD and 1 student receives treatment for ADHD.

The teacher makes modifications for these students according to their 504 plans.

Specific Entry Skills: According to the classroom teacher, students worked withmeasurement in their 2nd grade math class, so they will be able to recognize some of themeasurement units covered in this lesson. Many of the units however will be new. Students

have limited understanding of terms such as kilometer, millimeter, and centimeter. According to


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the Gardners Multiple Intelligences inventory that was performed, many of the students are visuallearners, so they should relate well to the visual images of measuring.

Learning Styles/Garners Multiple Intelligences: Two different surveyswere administered to these students. One survey was given to them on paper and required that

they check the statements that applied to them as a learner or as an individual. This surveydetermined their learning style based on seven styles identified by Garner. These styles werelinguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, or intrapersonal. The source

for this survey was eMints-Teaching Tips Learning Style Inventory

http://www.emints.org/ethemes/resources/S00000718.shtml

Results of Survey: Some students scored high in more than one area of the survey.

o Linguistic: 4

o Logical: 7

o Spatial: 12

o Bodily-kinesthetic: 8

o Musical: 4o Interpersonal: 9

The second learner survey was administered to the students by computer. On this survey, theysimply read a series of questions and answered yes or no, depending on whether or not the

question applied to them as a learner or as an individual. This survey determined their learning

style based on the same seven styles listed on the first survey. The students received their results

in the form of a graph. The source for this survey was, Tapping into Multiple Intelligenceshttp://www.thirteen.org/edonline/concept2class/mi/index.html

Kellers ARCS: Attention: To capture the audiences attention, students will compete in a relay race.

Working in teams of two, students will have to race to measure certain objects.

Relevance: The student created digital scrapbook uses everyday objects that are relevantto the lives of the students.

Confidence: Students will gain confidence in measuring objects because information will

be presented in a logical manner that uses easy language. New terms will be defined andexamples of this terminology will be provided. A detailed rubric will be provided to

guide students mastering measurement as they gather their pictures and prepare their

presentation.

Satisfaction: Students will be rewarded for their retention of information by participating

in a measurement scavenger hunt. As part of the lesson, students will be guided throughthe school in groups. As they see objects representing the required measurement, theywill take pictures of their object. These pictures will be featured in their digital

scrapbooks.
http://www.emints.org/ethemes/resources/S00000718.shtmlhttp://www.thirteen.org/edonline/concept2class/mi/index.htmlhttp://www.emints.org/ethemes/resources/S00000718.shtmlhttp://www.thirteen.org/edonline/concept2class/mi/index.html


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Stage 1 Desired Results

Georgia Performance Standards:MEASUREMENT Students will understand and measure time and length. They will also

model and calculate perimeter and area of simple geometric figures.

M3M2. Students will measure length choosing appropriate units and tools.

a. Use the units kilometer (km) and mile (mi.) to discuss the measure of long distances.

b. Measure to the nearest inch, inch and millimeter (mm) in addition to the previously

learned inch, foot, yard, centimeter, and meter.c. Estimate length and represent it using appropriate units.

d. Compare one unit to another within a single system of measurement.Standards for The 21st Century Learner GoalsStandard 1: Inquire, think critically, and gain knowledge

Skills Indicator: 1.1.2: Use prior and background knowledge as context for new learning.

Benchmarks: Use knowledge acquired from 2nd grade mathematic standards as a springboardfor new knowledge.

Dispositions Indicator: Work independently to use previously acquired to guide new learning.

Responsibilities Indicator: N/A

Self-Assessment Strategies Indicator: Students ask themselves, Have I successfullyconnected my understanding of measurement learned last year to knowledge of new

measurements and terms?

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new

situations, and create new knowledge.

Skills Indicator: 2.1.2: Organize knowledge so that it is useful.

Benchmarks: Work to produce a digital scrapbook using Photo Story 3 that contains 8 slides

featuring original pictures that represent measurements learned in class.

Dispositions Indicator: Members of the group work with little to no help to producepresentation.

Responsibilities Indicator:

Works to use technology to organize new information

Self-Assessment: Students ask themselves,

Have I successfully used technology to organize information?Have I successfully used Photo Story 3 to demonstrate my understanding of measurement?

Did I follow the rubric to guide my production of my digital scrapbook?

Skills Indicator: 2.3.1: Connect understanding to the real world.

Benchmarks: Work to produce a digital scrapbook using Photo Story 3 that contains 8 slides

featuring original pictures that represent measurement learned in class.

Dispositions Indicator: Members of the group create a product that demonstrates an

understanding of how object founds in everyday life can be measured.

Responsibilities Indicator:

Works to connect understanding to the real world.


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Self-Assessment: Students ask themselves: Do my pictures of objects found around my school

represent the measurement concepts learned in class?

Understandings: Students will understand that: We see measureable objects in real-world settings.

Technology can be used to organize information. We can work together in a group and follow a rubric to produce a digital scrapbook that

demonstrates our understanding of measurement concepts.

Essential Questions:

Overarching Questions: Why is learning measurement important?

Will I encounter measurement in my other content areas?

Why should I use technology to help organize information?

Topic Essential Questions: How do we use measurement every day?

Why do we use standard units?

Why do we need to measure things?

Knowledge and Skills:Students will know:

Length

Height

Inch, foot, yard, centimeter, meter

Measurement tools (ruler, yard stick, meter stick)

Estimation

Students will be able to:

Estimate and measure length and height of objects using nonstandard units.

Compare and contrast length and height of objects without measuring.

Estimate and measure length and height using inches, feet, yards, centimeters, meters.

Explain length and height.


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Stage 2 Evidence

Performance Task:

Goal: Your goal is to be an architect and it is your job to design a house for a family of four.Work as a group to produce a digital scrapbook using Photo Story 3 to present to thehomeowners. All of your photographs featured in the scrapbook must be original pictures of

objects found around your school and community.

Role: You are an architect.

Audience: Your audience is a new home owner. (Students in the classroom)

Situation: You have been asked to design a house for a family of four people. The family would

like the house to be two stories high with a roof, door and four windows.

Product/Performance: You need to prepare a design of a home that has two floors, a roof, door

and four windows. You should measure and label the length and height of the house using the

appropriate tool and measurement.

Standards and Criteria for Success: Your design needs to include:

- Accurate drawing and measurement of a two story house.

- Measurements are correctly labeled.- Key features of the house (two floors, roof, door, four windows) are included in design

showing spacial appropriateness.

- Design is neat and easy to read.

Your scrapbook must include a title slide at the beginning and a dedication slide at the end.Your pictures should represent the required measurement elements. You should include audio

on your slides to define any terms covered in class.

Student Self-Assessment and Reflection: Students will be provided with a copyof this assessment to complete at the end of the lesson.

Students will be asked to complete the following self-assessment inventory before their movie

projects is submitted.


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Self-Assessment: Digital Scrapbook

Architect: ___________________________Directions: Please complete the following inventory of your progress in our study of measurement.Please be honest with your answers.

Section I.

Use the following scale to rate your understanding of the following.

0 = I do not understand this area at all.

1 = I have a little understanding in this area.

2 = I have a basic understanding of this area.

3 = I understand this area but I would like to know more.

4 = I understand this area very well and am comfortable discussing it.

5 = I consider myself very proficient in this area and could even teach this information to my classmates.

1. I can recognize and identify measurement learned last year.

0 1 2 3 4 5

2. I can recognize and identify measurement learned in class this year.

0 1 2 3 4 5

3. I can identify and define length.

0 1 2 3 4 5

4. I can identify and define height.

0 1 2 3 4 5

5. I can identify and define estimation.

0 1 2 3 4 5

6. I understand how to use Photo Story 3 to organize information.

0 1 2 3 4 5

7. I understand how to follow a rubric to meet assignmentrequirements.

0 1 2 3 4 5


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Digital Scrapbook Rubric

Group Members: ______________________

______________________

______________________

Unacceptable

(1 point)

Acceptable

(2 points)

Target

(3 points)

Total

Photographs Less than 5

original

photographs are

included.

At least 5

original

photographs are

included.

At least 6

original

photographs

are included.

Audio The narration

does not fit the

content of the

pictures. Thereare several

instances where

the narrator

cannot be

understood.

The narration

fits the script.

There are few

instances wherethe narrator

cannot be

understood.

The narration

fits the content

of the pictures.

The narratorspeaks clearly

and can be

easily heard.

Introductory

Slide

Introductory slide

is missing more

than one element.

Introductory

slide is missing

one element.

Introductory

slide features a

title and the

name of each

group

member.Drawing Able to draw some

parts of the house.

Able to draw

most parts of the

house and

placed

appropriately.

Able to draw

all parts of the

house and

placed

appropriately.

Measurement Some parts are

measured

correctly

Most parts of

measured

correctly

All parts are

measured

correctly

Labels Some parts are

labeled correctly.

Most parts are

labeledcorrectly.

All parts are

labeledcorrectly.

Closing Slide Closing slide is

missing more than

one element.

Closing slide is

missing one

element.

Closing slide

details any

sources that

were used.

Total Points

______


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Group Work Rubric

Name:_____________________

Teacher: Van Houten/E. Butler/ AdamsDate: ______________________

Skills

CriteriaPoints

1 2 3 4

Helping

The teacher observed the student

offering assistance to group.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time____

Listening

The teacher observed student

working from the ideas of others.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time____

Participating:


contributing to the project.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time____

Persuading:

The teacher observed the studentexchanging, defending, and

rethinking ideas.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time____

Questioning:

The teacher observed the studentinteracting, discussing, and posing

questions to all members of the

team.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time ____

Respecting:


encouraging and supporting the

ideas and efforts of others.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time____

Sharing:


offering ideas and reporting their

findings to each other.

None of the

Time

Some of the

Time

Mostof the

Time

Allof the

Time____

Total Points ____


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Teachers Comments:

Stage 3Where To

WWhere are your students headed and Why?

What is required of them?


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Where and Why?

Our study of measurement will begin with a review ofwhat units of measurement

students learned in the past and why it is important to be able to measure. We willdiscuss where, besides their math class, students might encounter measurement.

What is required of me?Throughout our study of measurement, students will receive several daily grades and one testgrade. They will be assessed daily through informal discussions on measurement. Students

will also participate in a group project where they work together to produce a digital

scrapbook of measurement.

H

How will the students be hooked and

held in this unit?

Students will participate in a relay race. Working in teams of two, students will have

to race to measure objects.

E

What activities, instruction, and

guidance will be provided to enable

and equip students to explore andexperience the important ideas in this

unit?

Students will be provided with rubrics to guide their participation in the group and overallPhoto Story project. Guide students in taking their pictures and in uploading their

pictures into Photo Story. Learn how to use Photo Story. The students will be provided

with printouts of a Photo Story tutorial.

R

What activities, products and

performances will be designed toprovide students with the opportunity

to reflect, rethink, and revise?

Assessments:

1. Digital Scrapbook


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2. Drawings of Houses

Evaluations:1. Group Work Evaluation

Reflections:

1. Student Self-Assessment and Reflection

E

What self-assessments and self-evaluations will students participate

in to allow for reflection and transfer

of learning?

Students will complete a self-reflection activity that is designed to help them determine

their understanding of measurement and the use of Photo Story 3.

T

How will instruction and activities betailored to provide for the various

learning needs, styles, knowledge

and interests of students?

Students will work in groups to create a digital scrapbook.

Students, in groups of three, will be able to tour the school and take pictures ofordinary objects that reflect the measurements covered in class.

O

How will learning experiences

be organized/sequenced to

provide for greatest

acquisition/understanding

Pretest: (Day One)

Activate prior knowledge. Ask pre-assessment questions from Stage 2.

Read story, Mr. Tall & Mr. Small by Barbara Brenner, to introduce Measurement.

Discuss the height of the giraffe and the length of its neck. Compare a giraffes neck to a

mouses neck.

Hook: (Day One)Hook students by telling them they will become architects and design a house using

measurements. Pass out drawing paper and have students draw a house. Have studentscompare their houses using the words tall, small, long, high. Then, lead the students in a


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relay game. Working in teams of two, students will have to race to measure objects.

Explanation, Interpretation and Application: (Day One)Students are given the assignment rubric and assignment directions. I will show them an

example presentation using Photo Story 3. Students are broken into their groups to look

over the assignment and group work rubrics. Each student in the group gets assigned arole. The roles are 1.) Runner 2.) Technology support 3.) Secretary. The students will

take turns taking pictures for the project.

(Day Two)Introduce and define vocabulary words length and height. Write in Math Journal. Draw

pointing arrows next to height and length to help differentiate.

Give each student a rod of 10 connecting cubes. Ask students to guess how many cubeslong their arm is from their wrist to their elbow. (Point to wrist and elbow.) Explain that

a guess is an estimate. Discuss estimates.

Model for students how to measure their arm using the connecting cubes.Have students work in pairs. Estimate each others arm length. Then measure using

cubes. Compare arm measurements. Are they all the same?

Group work. Each group of four students will estimate and then measure the following

objects using connecting cubes: length of a pencil, crayon, eraser (All objects should be

the same.) height of notebook or textbook

Use Math Journal to record results.

Share estimates and results with class.

Ask why was the number of cubes used to measure the same objects different among

children?

Have students go back and measure same objects using paper clips.

Compare clip measurements with their cube measurements.

Discuss how to take quality photographs. Each group has a digital camera from themedia center and will be taking pictures for the scrapbook, so learning about lighting and

camera angle is important. Show students examples of good photography and bad

photography.(Day Three)Hook students by measuring the length of the classroom by counting the number of

footsteps walked. Explain to children how people used their feet and fingers to measurethings long ago. From the tip of a persons thumb to the first joint was used to measure

small things. Feet were used to measure long objects. Have pairs of students measure a

crayon, eraser, the length of their desk. Compare answers. Ask: Why do students getdifferent measurements? Is everyones thumb the same size? Are our feet all the same

size? Discuss. What tool today can we use so that we all get the same measurement?


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Give each student a small paper clip. Explain that a paper clip is equal to an inch. Use an

inch ruler to measure a paper clip. Give each student a ruler and have them measure thepaper clip. Remind students to line up end of paper clip with the end of the ruler.

Use objects in the classroom such as a crayon, eraser, marker, their shoe. Have studentsfirst estimate how many inches, then measure using a ruler. When we estimate are our

answers all the same? When we use the ruler are our measurements all the same?Remind students that small objects are measured in inches.

Ask students what do we measure long and tall objects with? Model how to measure the

height of the white board. Explain that a ruler is 12 inches long. Write rule on board. 12

inches equals one foot. Write rule in Math Journal. Have students measure other objectsin the classroom that can be measured in feet.

Group work. Have students practice measuring big and small items in the classroom. ( a

nail, student desk, teachers desk, bookcase, door, a book, a toy, student shoe) Remindstudents to line up the bottom of the ruler with the end of the object being measured.Compare results. Ask: Why do we all use a ruler to measure? Have children write in their

Math Journals when they would use a ruler to measure.

Present a lesson on how to work with Photo Story 3. Assist the groups as they upload

their photos and create their presentations.

(Day Four)Review the measurements: inches and feet. Explain they are going to learnAnother unitof measure called a yard. Show a yard stick. Ask if the yard Stick is longer or shorter that

an inch? A foot? Write rule on board.

Three feet equal 1 yard. Put three 12 inch rulers on top of a yard stick.

Model measuring the length of the white board using the yard stick. Explain that largeobjects are measure in yards. What other items in the classroom would be measured in

yards?

Play game of Mother May I to practice inch (baby) steps, foot (one step) steps, and yard

(large) steps. Players line up on one side of room while teacher is opposite them. Whenteacher gives a direction: Take three inch steps student must ask May I or they loose

a turn. Class should practice inch steps, foot steps, and yard steps before beginning game.

The first student to reach the teacher is the winner.

Whole Class: Use real objects. Have students decide if they would measure the object ininches, feet or yards. Then take turns measuring the objects.

Example of objects;

Length of a paint box Height of an easel


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Length of a paint brush Height of a boy

Length of the classroom Height of a bookcase

Ask students: Why do we need to measure things? Take out Math Journal. Write rule:Three feet equal one yard. Have students name three objects they would measure inyards.

(Day Five)Review with students that so far they have been estimating and measuring height and

length for objects that have straight lines. Ask students: How would they measure a

crooked, zig-zag line?

On board, draw a path made up of two lines that make a V shape. Each line should

measure 3 inches. Ask students to estimate the length of the entire path using their fingersto make and count inches. Discuss and then demonstrate how to measure each line using

a ruler. Then add the lengths together for the total length.

3 inches + 3 inches = 6 inches.

Have students work in pairs. Pass out inch rulers. Estimate and measure paths that are

not straight. Measure paths that have 3 parts, 4 parts, 5 parts. Paths should be measuredin inches. Ask if their estimates are close to their actual measurements.

As students finish, have students use crayons to make paths that are not straight. Havethem guess the length and then measure to find the total length.

Have students look around the classroom for objects that have unequal sides. Ask howthey would measure the object to find the total height or length.

(Day Six)Ask students if they have ever seen the Olympics on T.V.? What events have they seen

the athletes compete in? Introduce the metric system. Explain to students that there is

another way to measure length and height. Runners in the Olympics measure the distancethey run in meters.

Give each student a centimeter ruler. Have students find the number 1 on the centimeter

ruler. Ask if a centimeter is longer or shorter than an inch? Compare inches andcentimeters. Ask what kind of things would be measured in centimeters? Have students

estimate small classroom items and measure using centimeter ruler.

Have students count ten centimeters starting from the number 1. Explain that 10

centimeters equals 1 decimeter. Show meter stick. Ask students to guess how many

centimeters are on the meter stick. Pass each group of students a meter stick. Comparemeter stick to yard stick. Which stick is longer? Ask what types of objects would you

measure with a meter stick?

Have groups of students take turns estimating then measuring the length or height oflarge objects such as the door, wall, white board, floor, or table. Have groups share their


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findings.

Review with students: Use centimeters to measure small objects and meters to measure

large objects. Assess understanding by pointing to objects in the classroom asking which

unit of measurement they would use to find the length or height of objects. Point to a

book, the length of the room, a stapler, poster, the height of the wall.

Ask students how many meters long they can jump? If time and space allow, let studentstake turns jumping from a starting position. Tape start card to floor. Have students take

turns jumping. Measure each jump.

Continue to work on our Photo Story projects. Discuss copyright laws associated withmusic. Begin adding narration to the projects. Discuss the importance of talking clearly

and loudly enough to be heard.

(Day Seven)Ask students if they know what an architect is. Explain that an architect designs

buildings for people to live in or work in. Explain that they are going to be architects anddesign a house for a family of four. Today they will practice drawing a one story house

with a roof, front door and two windows. As an architect, their house must be drawn

using a ruler. Model for students how to measure and draw the floor, walls, ceiling, roof,door and windows. Give students blank paper to practice measuring and drawing a

house. Watch for students who are not measuring with a ruler. Houses should have

equal sides. Ask students to label the measurement of the walls, roof, ceiling and floor.

Ask what measurement they are using. Allow students to draw different size houses.

(Day Eight)Remind students that they are architects. It is their job to design a house for a family of

four. The family would like a house that is two stories tall. The house must have four

windows, a roof and a door. The house must be drawn using a ruler. The walls, floors,ceilings, windows and door must be labeled with the correct measurement. When theyare finished their design, they will use a self-assessment checklist to make sure their

design is complete.

Student architects will share their designs and scrapbook with the class.

(Day Nine)Have students take the posttest using clickers and the SmartBoard. Post test powerpoint:

http://www.slideboom.com/presentations/443784/Measurement

Lesson Reflection:

It was a pleasure working with Mrs. Butler and Mrs. Adams on the lesson. They were veryopen to all of my suggestions and so excited that I would be helping their students not only
http://www.slideboom.com/presentations/443784/Measurementhttp://www.slideboom.com/presentations/443784/Measurement


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prepare for the CRCT by learning measurement, but also working with Photo Story 3. In our

initial meeting, Mrs. Butler explained how her students in years past had struggled with learning

measurement and that she had always struggled with finding an authentic task with which toteach these concepts. We agreed that her students would benefit from this assignment. We spent

a great deal of time exchanging ideas about this unit and in fine-tuning issues like group work.

Mrs. Butler, Mrs. Adams and I were able to communicate easily with each other through face-to-face meetings and school email. I feel that the effective use of technology such as the

SMART Board and the laptops were the strongest aspect of the lesson. Students were able to

follow my instructions by looking at the SMART Board and creating their Photo Story projects.Another great element of the lesson was providing students with the rubric to use as they

created their digital scrapbooks. The rubric that I created worked well and was easy to use. I

was a little worried that I would not have time to assess the digital scrapbooks created by each

group, but with the help of the rubric, evaluation was quick and easy. The rubric was alsoeffective because students were able to get instant feedback on their performance and make any

adjustments needed.

This lesson, although enjoyable and productive, seemed to get more difficult each day. On

the third day, the laptops were working so slowly and one group lost a part of their project aftertheir computer mysteriously shut off. I do realize, however, that these types of problems are

expected when working with technology.I think the lesson was a great success. According to some of the students, the best part of the

lesson was when they were able to go around the school taking pictures.

vanhouten measurement unit

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