# II Core Knowledge National Conference, First Graders Measure Up!, Grade 1 1

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1 First Graders Measure Up! Grade Level or Special Area: First Grade Written by: Cindy Todd and Nancy Sanchez, Roscoe Wilson Elementary Magnet School, Lubbock, TX Length of Unit: Ten Lessons (10 days) I. ABSTRACT Through the use of various strategies, students will become familiar with instruments of measurement such as rulers, balance scales, cups, quarts, and gallons. Students will also learn how to measure and compare objects according to length, mass, and volume using standard and non-standard units. II. OVERVIEW A. Concept Objectives 1. The student develops an understanding of the use of standard and non-standard units to describe length, weight, and capacity. (TEKS Math 1.7, adapted) 2. The student develops an understanding of the use of age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4, adapted) 3. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) B. Content from the Core Knowledge Sequence 1. Measurement p. 36 a. Linear measure i. Measure length using non-standard units. ii. Measure length in inches and feet, and in centimeters. iii. Measure and draw line segments in inches and centimeters. b. Weight (mass) i. Compare weights of objects using a balance scale. ii. Measure weight in non-standard units and in pounds. c. Capacity (volume) i. Estimate and measure capacity in cups ii. Identify quart, gallon. 2. Properties of Matter: Measurement p. 38 a. Units of measurement: i. Length: centimeter, inch, foot ii. Volume: gallon, quart 3. Fiction p. 25 a. Stories i. Jack and the Beanstalk ii. The Knee-High Man (African American folktale) iii. Rapunzel C. Skill Objectives 1. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) 2. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) 3. The student listens attentively and engages actively in a variety of oral language experiences. (TEKS ELA 1.1) 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 1

2 4. The student is expected to determine the purpose for listening such as to get information to solve problems, and to enjoy and appreciate. (TEKS ELA 1.1A) 5. The student is expected to respond appropriately and courteously to directions and questions. (TEKS ELA 1.1B) 6. The student is expected to listen critically to interpret and evaluate. (TEKS ELA 1.1D) 7. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4) III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Van de Walle, John A. and Lovin, LouAnn H. Teaching Student Centered Mathematics Grades K-3, Volume 1 B. For Students 1. K-Measurement (p. 18) 2. K-Plants and Plant Growth (p. 19) RESOURCES A. Hirsch, Jr. E. D. What Your First Grader Needs to Know B. Murphy, Stuart J. Room for Ripley C. Pluckrose, Henry. Capacity D. Pluckrose, Henry. Length E. Rey, Margret. Pretzel V. LESSONS Lesson One: Bean Plant Measurement A. Daily Objectives 1. Concept Objective(s) a. The student develops an understanding of the use of age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4, adapted) b. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) 2. Lesson Content a. Measurement p. 36 i. Linear measure Measure length in inches and feet, and in centimeters. 3. Skill Objective(s) a. The student uses age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4) b. The student is expected to respond appropriately and courteously to directions and questions. (TEKS ELA 1.1B) B. Materials 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 2

4 4. Appendix A-1 (Inch Worms) 1 copy per student 5. Appendix A-2 (Plant Growth Chart) 1 copy per student C. Key Vocabulary 1. Length The measurement of something from one end to the other 2. Standard measurement of length Units used to measure length that are the same everywhere such as inches and centimeters 3. Non-standard measurement of length Units used to measure length that are not the same such as hand spans and paces D. Procedures/Activities 1. Read and discuss Length by Henry Pluckrose 2. Introduce vocabulary words and write the words and definitions on the chart tablet started yesterday. 3. Tell students they will be measuring the length of different items with nonstandard units. 4. Demonstrate how to measure the length of an item such as a pencil by placing the edge of the Unifix Cubes at one end of the pencil and continue adding cubes until they are the same length as the pencil. Count the cubes to determine how many Unifix Cubes long the pencil is. Repeat this procedure with other items. 5. Give each student a copy of Appendix A-1 and the items to be measured. Have students cut the inch worms out and glue both parts together to make a ruler that is 12 inch worms long. Have students measure the items and record their answers on Appendix A Students will check bean plants and measure and record results on Appendix A-2 E. Assessment/Evaluation 1. Teacher observation of students while they are measuring items. 2. Teacher will collect Appendix A-1 and assess completion and how reasonable measurements are. Lesson Three: How Long is Your Name? A. Daily Objectives 1. Concept Objective(s) a. The student develops an understanding of the use of standard and nonstandard units to describe length, weight, and capacity. (TEKS Math 1.7, adapted) b. The student develops an understanding of the use of age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4, adapted) c. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) 2. Lesson Content a. Measurement p. 36 i. Linear measure Measure length using non-standard units. 3. Skill Objective(s) a. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 4

5 b. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) c. The student is expected to respond appropriately and courteously to directions and questions (TEKS ELA 1.1B) B. Materials 1. Pretzel by Margret Rey 2. Appendix B-1 (Dachshund Pattern) 1 copy per student 3. Appendix B-2 (Graph paper) 1 copy per 4 students 4. Appendix A-2 (Plant Growth Chart) C. Key Vocabulary D. Procedures/Activities 1. Read Pretzel by Margret Rey 2. Ask students what is special about dachshunds. (They have long bodies) 3. Tell students to imagine if these dogs could grow longer and longer. 4. Tell students they will each make a long dachshund. Show the head and tail. Discuss how the middle part of the body is missing. 5. Give each student a strip of graph paper. Tell them they will write their first name putting one letter in each square. Demonstrate this using your name. Show students how to cut their strip at each end where their name begins and ends. The strips are the missing parts of the dog s body. 6. Tell students to count each square to see how long their name is. Students will construct a dachshund using the head and tail with their name in between for the body. 7. Make a graph on the board or butcher paper to show how many students have 4, 5, 6, etc. letters in their name. Discuss who has the longest name, shortest name, etc. 8. Students will check bean plants and measure and record results on Appendix A- 2. E. Assessment/Evaluation 1. Teacher observation of students making the body of their dachshund using their name. 2. Participation in class discussion while making the name graph. Lesson Four: Length Challenges A Daily Objectives 1. Concept Objective(s) a. The student develops an understanding of the use of standard and nonstandard units to describe length, weight, and capacity. (TEKS Math 1.7, adapted) b. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) 2. Lesson Content a. Measurement p. 36 i. Linear measure Measure length in inches and feet, and in centimeters. Measure and draw line segments in inches and centimeters Core Knowledge National Conference, First Graders Measure Up!, Grade 1 5

6 b. Properties of Matter: Measurement p. 38 ii. Units of measurement Length: centimeter, inch, foot 3. Skill Objective(s) a. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) b. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) c. The student is expected to determine the purpose for listening such as to get information to solve problems, and to enjoy and appreciate. (TEKS ELA 1.1A) B. Materials 1. Rapunzel (found in What Your First Grader Needs to Know or any version) 2. Straws 3. Ping-pong balls 4. Small toy cars 5. Long ramp (wooden board) 6. Ruler with inch and centimeter markings 7. Paper fans 8. Variety of wind-up toys 9. Appendix C-1 (How Far?) Cut apart and laminated for each center 10. Appendix C-2 (Recording Sheet) 1 per student 11. Appendix C-3 (Fish Pattern) C. Key Vocabulary 1. Inch A standard unit of measurement equal to one twelfth of a ruler 2. Centimeter A standard unit of measurement about one half an inch long 3. Ruler Measuring stick twelve inches long D. Procedures/Activities 1. Read Rapunzel and discuss the length of her hair. Ask students how we could find out how long her hair is. What standard unit could we use to measure with? 2. Show students a ruler and point to the inch side and the centimeter side. Introduce the vocabulary words and write the words and definitions on the chart paper. 3. Brainstorm types of relays/races. Ask how many events involve length? (e.g. Who can jump the longest distance? Who can throw a football the longest distance?) Tell students that they will be participating in relays today. 4. Explain the length challenge activities. Instructions are on Appendix C-1. Divide class into four groups. 5. Give each student a copy of Appendix C-2. Students will rotate by groups to each station and record their results. (Students may need to collaborate using more than one ruler to measure sometimes.) 6. Students will check bean plants and measure and record results on Appendix A- 2. E. Assessment/Evaluation 1. Teacher observation of student participation in length challenge activities. 2. Teacher will collect Appendix C-2 and assess work completion and how reasonable the measurements are Core Knowledge National Conference, First Graders Measure Up!, Grade 1 6

8 5. Tape a piece of butcher paper to the wall. Have students #1 and #2 come up and teacher marks their heights on the paper. Write each students name by their height. Continue process, measuring and marking two students per butcher paper strip. 6. Allow students to come up and measure their heights with a ruler. Demonstrate how to put the beginning of the ruler at the bottom of the paper and hold the ruler so it goes up and down. Have students work in pairs. Put the ruler down, one marks the top of the ruler with their finger, the other moves the ruler up. Continue until they reach the top of their mark. You could use a yard stick if available. 7. On the board or butcher paper, make a graph of the students heights. 8. Discuss who is the tallest in the class, who is the shortest, etc. 9. Students will check bean plants and measure and record results on Appendix A- 2. E. Assessment/Evaluation 1. Teacher observation of student participation in measuring heights and discussion of the results. Lesson Six: What Balances It? A. Daily Objectives 1. Concept Objective(s) a. The student develops an understanding of the use of standard and nonstandard units to describe length, weight, and capacity. (TEKS Math 1.7, adapted) b. The student develops an understanding of the use of age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4, adapted) c. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) 2. Lesson Content a. Measurement p. 36 b. Weight (mass) i. Compare weights of objects using a balance scale. 3. Skill Objective(s) a. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) b. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) c. The student is expected to listen critically to interpret and evaluate. (TEKS ELA 1.1D) B. Materials 1. Balance scales 2. Collections of light to heavy objects 3. Containers of non-standard units pennies cotton balls 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 8

10 c. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) 2. Lesson Content a. Measurement p. 36 ii. Weight (mass) Measure weight in non-standard units and in pounds. 3. Skill Objective(s) a. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) b. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) c. The student is expected to respond appropriately and courteously to directions and questions. (TEKS ELA 1.1B) B. Materials 1. Diet Scale or balance scale with an object that weighs 1 lb. (e.g. 1 lb. fishing weight) 2. Collection of light and heavy objects (1lb., less than 1 lb. and more than 1 lb.) 3. Appendix E (Recording Sheet) 1 copy per student C. Key Vocabulary 1. Pound A standard unit of weight equal to 16 ounces D. Procedures/Activities 1. Introduce vocabulary word and write word and definition on chart paper. Review procedures used to weigh items using the balance scale. 2. Tell students today they will be measuring weight in pounds. Discuss things that are weighed in pounds. (e.g. people s weight, fruits, vegetables, etc.) 3. Demonstrate how to use the diet scale. (If you do not have access to a diet scale, you can use a balance scale and an item that weighs one pound such as a one pound fishing weight. Put the one pound item on one side of the balance scale and students will find items that weigh one pound, less than one pound, or more than one pound by putting different items on the other side of the balance scale.) 4. Put different items on the diet scale. Students will determine if each item weighs one pound, less than one pound, or more than one pound. 5. Give each student a copy of Appendix E. Divide students into small groups. Each group will need a diet scale or balance pan with 1 pound weight and items to weigh. 6. Students will check bean plants and measure and record results on Appendix A- 2. E. Assessment/Evaluation 1. Teacher observation of student participation in group activity. 2. Teacher will collect appendix E and assess work completion and reasonable answers. Lesson Eight: Measuring Capacity in Cups A Daily Objectives 1. Concept Objective(s) 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 10

12 Lesson Nine: Identifying Quarts and Gallons A. Daily Objectives 1. Concept Objective(s) a. The student develops an understanding of the use of standard and nonstandard units to describe length, weight, and capacity. (TEKS Math 1.7, adapted) b. The student develops an understanding of the use of age-appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, described, and measured. (TEKS Science 1.4 adapted) c. The student understands the importance of listening attentively and engaging actively in a variety of oral language experiences. (TEKS ELA 1.1, adapted) 2. Lesson Content a. Measurement p. 36 i. Capacity (volume) Estimate and measure capacity in cups Identify quart, gallon b. Properties of Matter: Measurement p. 38 i. Units of measurement: Volume: gallon, quart 3. Skill Objective(s) a. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) b. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) c. The student is expected to determine the purpose for listening such as to get information to solve problems, and to enjoy and appreciate. (TEKS ELA 1.1A) B. Materials 1. Room for Ripley, by Stuart J. Murphy 2. Quart and gallon containers 3. Measuring cup 4. Appendix G (Fish bowl) 1 copy per student C. Key Vocabulary 1. Quart A standard unit of liquid measure equal to 4 cups 2. Gallon A standard unit of liquid measure equal to 4 quarts D. Procedures/Activities 1. Read Room for Ripley by Stuart J. Murphy. 2. This lesson could be done as a whole group, or you could divide the class into small groups. Show students the quart and gallon containers. Discuss items like milk, water, or orange juice that come in containers of different capacities. 3. Show students the measuring cup and ask them to estimate how many cups it will take to fill the quart container. Record their estimates then fill the cup with water and pour the water into the quart until it is full. Record the capacity of the container. (How many cups equal one quart?) 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 12

14 i. Units of measurement: Length: centimeter, inch, foot Volume: gallon, quart 3. Skill Objective(s) a. The student is expected to estimate and measure length, capacity, and weight of objects using non-standard and standard units. (TEKS Math 1.7A, adapted) b. The student is expected to describe the relationship between the size of the unit and the number of units needed in a measurement (TEKS Math 1.7B) c. The student uses age appropriate tools and models to verify that organisms and objects and parts of organisms and objects can be observed, describes, and measured. (TEKS Science 1.4) B. Materials 1. Appendix H 1 copy per student 2. Rulers with inch and centimeter markings 1 per student C. Key Vocabulary D. Procedures/Activities 1. The teacher should look at the unit assessment and review students for the assessment prior to administering it. You could make a transparency of the assessment to use for a review depending on your class. 2. Give each student a copy of Appendix H and a ruler. Read the instructions and administer the unit assessment. E. Assessment/Evaluation 1. Teacher will collect the unit assessment. Students should be able to complete the assessment with at least 85% accuracy. VI. VII. HANDOUTS/WORKSHEETS A. Appendix A-1: Inch Worms B. Appendix A-2: Plant Growth Chart C. Appendix B-1: Dachshund Pattern D. Appendix B-2: Graph Paper E. Appendix C-1: How Far? F. Appendix C-2: Length Challenges Recording Sheet G. Appendix C-3: Fish Pattern H. Appendix D-1: Balance Activities I. Appendix D-2: Predict and Check J. Appendix E: Weighing in Pounds Recording Sheet K. Appendix F: Capacity Recording Sheet L. Appendix G: Fish Bowl M. Appendix H: Unit Assessment BIBLIOGRAPHY A. Hirsch Jr., E. D. What Your First Grader Needs to Know. New York, NY: Dell Publishing, 1997, B. Murphy, Stuart J. Room for Ripley. New York, NY: Harper Collins Publishers, 1999, C. Pluckrose, Henry. Capacity. Chicago, IL: Childrens Press, 1995, X 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 14

15 D. Pluckrose, Henry. Length. Chicago, IL: Childrens Press, 1995, E. Rey, Margret. Pretzel. New York, NY: Houghton Mifflin Company, 1972, F. Van de Walle, John A. and Lovin, LouAnn H. Teaching Student Centered Mathematics Grades K-3, Volume 1, Boston, MA: Pearson Education, 2006, Core Knowledge National Conference, First Graders Measure Up!, Grade 1 15

16 Appendix A-1 Item to be measured. How many inch worms? 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 16

17 Appendix A-2 Name(s) Date Plant is measured Measurement Length of plant 2007 Core Knowledge National Conference, First Graders Measure Up!, Grade 1 17

18 Appendix B-1 Cut in half on this line Core Knowledge National Conference, First Graders Measure Up!, Grade 1 18

19 Appendix B Core Knowledge National Conference, First Graders Measure Up!, Grade 1 19

20 How far can you blow? Appendix C-1 1 of 2 Each student needs a straw and a ping-pong ball. Using the straw, how far can you blow the ball in one blow? Measure the distance with your ruler and mark it on your paper How far can it swim? You will need to use a fan and a paper fish. Put the paper fish on a flat table or the floor. Use the fan to blow the fish across the table or the floor. Using the fan, how far can your fish swim? Fan your fish three times. Measure the distance and record your answer on your paper Core Knowledge National Conference, First Graders Measure Up!, Grade 1 20

21 Appendix C-1 2 of 2 How far can it walk? You will need a wind-up toy. Wind the toy. Let it travel as far as you can. Measure the distance and record your answer on your paper How far can it roll? Make a ramp. Use a toy car. How far can your car travel when it goes down the ramp? Measure the length and record your answer. First Graders Measure-Up!, Grade Core Knowledge Conference 21

22 Appendix C-2 Name Stations How far can you blow the ball in one blow? How far can your fish swim? How far can your wind-up toy travel? How far can your car travel? INCHES INCHES INCHES INCHES Using your ruler, draw a line that is 6 inches long. Using your ruler, draw a line that is 6 centimeters long. Draw a circle around the line that is the longest. First Graders Measure-Up!, Grade Core Knowledge Conference 22

25 I Predict A Appendix D-2 I Checked and I saw A B B C C D D First Graders Measure-Up!, Grade Core Knowledge Conference 25

26 Appendix E Name Weigh the item. Circle the correct answer. Item 1 pound < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater < = > Less Equal Greater First Graders Measure-Up!, Grade Core Knowledge Conference 26

27 Appendix F Name Measure the capacity of each container with both a small and a large scoop. Record your measurements. Estimate: Estimate: A small scoops Actual: large scoops Actual: small scoops Estimate: large scoops Estimate: B small scoops Actual: large scoops Actual: small scoops Estimate: large scoops Estimate: C small scoops Actual: large scoops Actual: small scoops Estimate: large scoops Estimate: D small scoops Actual: large scoops Actual: small scoops large scoops First Graders Measure-Up!, Grade Core Knowledge Conference 27

29 Appendix H 1 of 2 Name Unit Assessment Use the inch side of your ruler to measure the lines. Record your answer in the boxes Draw a line that is 6 centimeters long. 7. Draw a line that is 4 centimeters long. 8. Draw a line that is 9 centimeters long. 9. Draw a line that is 2 inches long. 10. Draw a line that is 5 inches long. First Graders Measure-Up!, Grade Core Knowledge Conference 29

30 Appendix H 2 of 2 Draw a line to the correct side of the pan balance for each object Circle the item that holds less Cup or 1 Gallon Quart or 1 Cup Gallon or 1 Quart Circle the item that holds more Gallon or 1 Quart Cup or 1 Gallon Quart or 1 Cup First Graders Measure-Up!, Grade Core Knowledge Conference 30

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