LATRENDA KNIGHTEN, Grade 3-4, MATHEMATICS
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TIME ALLOTMENT: Three 50-minute classes.

OVERVIEW:
This lesson allows elementary primary students to make observations about the uses of measurement in their everyday lives. Students will work with a group to conduct an investigation using standard and non-standard units of measurement and a classmate to demonstrate basic measurement concepts.

SUBJECT MATTER: Mathematics and Science

LEARNING OBJECTIVES:
Students will be able to:
• Identify measurement tools.
• Identify uses and purposes for measurement.
• List vocabulary words and/or terms used to describe measurement.
• Describe the everyday uses for measurement.
• Explain the role measurement plays in designing a television set.
• Identify a variety of ways to use measurement.
• Use standard and non-standard units of measurement to record vital measurement statistics about a classmate.
• Work cooperatively with the members of a group to complete an assigned task.
• Use Microsoft PowerPoint to prepare a group presentation that demonstrates the group findings.

STANDARDS:
National Council of Teachers of Mathematics Standards
http://www.nctm.org/standards/standards.htm
Measurement

Louisiana Mathematics Framework Bulletin
http://www.lcet.doe.state.la.us/doe/assessment/standards/MATH.pdf
M-1-E: Applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight
M-2-E: Selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision require 
D-1-E: Collecting, organizing, and describing data based on real-life situations

National Science Education Standards
http://bob.nap.edu/html/nses/html
Science as Inquiry: Employ simple equipment and tools to gather data and extend the senses

Louisiana Science Frameworks:
State Standards for Curriculum Development
http://www.lcet.doe.state.la.us/doe/assessment/standards/SCIENCE.pdf
PS-E-A2: Measuring properties of objects using appropriate materials, tools, and technology.
SI-E-A5: Using data, including numbers and graphs, to explain observations and experiments.
SI-E-A6: Communicating observations and experiments in oral and written formats

MEDIA COMPONENT:
Video:
The Eddie Files with Kay Toliver,
Length and Area: Sleep Like A Dog

Web site:
http://www.funbrain.com/measure/index.html
Students will use the Measure It activity. This activity allows students to select a difficulty level (easy, hard, etc.) and students can choose to measure with inches or centimeters. Students will measure a red line using the virtual ruler. Students receive feedback on their responses to let them know the number of correct and incorrect responses. The student directions are as follows: FunBrain will show you a ruler with a red bar above it. Click on the length of the red bar. You can play with centimeters or inches.

MATERIALS:
Per Group (4-6 students per group)
• 1 Measurement Mania recording sheet
• An assortment of non-standard objects for measurement (dog biscuits, unifix cubes©, paper clips, unsharpened pencils, crayons, etc.)
• An assortment of standard units of measure (rulers, tape measures, yard sticks, meter sticks, scales, stopwatches, etc.)
• 1 diskette
• Copy of the PowerPoint® Checklist
Per Student
• Measurement in My World Activity Sheet
• Measurement in My World Homework Sheet
• Child’s Checklist
• Group Checklist
Per Teacher
• Book: Measuring Penny by Loreen Leedy
• Transparency: Measurement Mania
• Transparency: Directions for Groups
• Cooperative Group Checklist for each group
• PowerPoint® Checklist for each group
• Chart Paper
• Markers
General
• Computer with Internet Access or Computer with PC/TV adapter or projector
• Digital Cameras (NOTE: Students can use regular cameras and scanners if digital cameras aren’t available.)
• Television with VCR
· VCR Tape of The Eddie Files with Kay Toliver, Length and Area: Sleep Like A Dog
· Paper
· Pencils

PREP FOR TEACHERS:
Prior to teaching this lesson, view the video and teach your students how to use Microsoft PowerPoint®.
Prior to teaching this lesson:
1. View the video: The Eddie Files with Kay Toliver, Length and Area: Sleep Like a Dog. CUE the tape to the beginning.
2. Bookmark the website: http://www.funbrain.com/measure/index.html. Select the Measure It activity.
3. Teach your students how to use Microsoft® PowerPoint®.
Preparation for the hands-on component of the lesson:
1. Make copies of the student activity sheets: Measurement in My World Activity and homework sheets, Group Checklist, Child’s Checklist, Measurement Mania recording sheet, and the PowerPoint® Checklist.See materials list for quantities.
2. Collect a large quantity of standard and non-standard units of measure.

INTRODUCTORY ACTIVITY:
Day One: 50 minutes

Step 1. The teacher will introduce the lesson topic to the students through a group discussion. The teacher will lead students in a discussion about measurement to assess prior knowledge and student preconception about measurement. Lead the class in a brainstorming session about measurement. Suggested questions to spark student thinking: “How would you describe measurement?” “What does it mean when we say we measured something?” “What type of materials or tools do you use to measure objects or people?” “What are some of the reasons you would measure something or someone?” Record all of the students’ responses on the chart paper. Read the students’ comments to the class.

Step 2. Insert The Eddie Files with Kay Toliver, Length and Area: Sleep Like A Dog into your VCR. Tell students that many people use measurement as part of their jobs. Provide students with a FOCUS FOR MEDIA INTERACTION: Tell students that they will view a video clip that shows people at work on a Paramount Studios television set.(You may need to tell students that Paramount Studios films television shows and movies.) Distribute blank paper and pencils to students and tell them, “Watch the video segment carefully, list the measurement tools used in the video, list the items measured, and tell the reasons the engineers used measurement.” START the tape at the beginning of the segment featuring the Paramount Studios engineer. Allow students to view the entire segment on Paramount Studios. STOP the tape when the segment ends. Check for comprehension. Allow students to share their observations and written notes.

Step 3: Tell students that measurement is an important part of our everyday lives. Tell students that in today’s lesson they will make observations about how they use measurement in their daily lives. Tell students to think about all of the activities they’ve done from the time they woke up to the present time. Ask, “Did you use measurement to complete any of these activities?” Distribute Measurement in My World Activity Sheet. Discuss the directions for the assignment with the students. Students are to make a schedule of the day’s activities and list the ways they used measurement. Remind students to list the tools used for each activity listed. Allow students to complete the assignment and share their findings with the class.

Step 4: Review the day’s activities with the students. Ask students if they can think of a person who uses measurement every day. Distribute the Measurement in My World Homework Sheet. Tell students that their assignment is to interview someone at home and record the ways he/she uses measurement.

LEARNING ACTIVITIES:
Day Two: 50 minutes
Step 1. Review the comments and activities from the previous day’s lesson. Allow students to share their experiences from the interview assignment.

Step 2. Ask a student volunteer to stand up or come forward. Ask students “How can I use measurement to describe _____?” Students will probably suggest taking linear measurements such as height initially. Continue the discussion with students and ask questions that lead students to think of other types of measurement such as time, money, weight, etc. Suggestions to spark student thinking: “How would I describe this person using time? i.e., How old is ___?” “ ____ lives 10 minutes from our school.” “ ____ can walk from our classroom to the library in 7 minutes.” “ ___ weighs 60 pounds.” Point out to students that all measurements have a number and a unit.

Step 3. Provide your students with a FOCUS FOR MEDIA INTERACTION. Tell students that you want them to practice their measurement skills by using the virtual ruler to measure the red bar. Ask students to keep track of their progress. Use the class computer with PC/TV adapter, a projector, or allow students to work in small groups to log on to http://www.funbrain.com/measure/index.html. Students will use the virtual ruler to measure the objects on the page. The students receive feedback that tells them whether or not their answers are correct.

Step 4. Read the story or share excerpts from the book, Measuring Penny by Loreen Leedy with students. In this story the teacher gives his students a measurement assignment. The main character uses her dog as the subject of her homework assignment.

Step 5. Tell students that they are going to work in small groups to complete a measurement assignment. Each group will choose one person to serve as its subject. Tell students that each group is going to measure their subject in as many ways as possible. Show students the assortment of measurement tools and provide one example. Tell students that they will use digital cameras to take pictures as they work and that they will use the pictures to make a PowerPoint® slide show to show the results of their group work. SEE NOTE IN THE MATERIALS SECTION CONCERNING THE USE OF DIGITAL CAMERAS.

Step 6. Divide students into small groups of 4 – 6 students per group.

Step 7. Provide each group with one copy of the Measurement Mania recording sheet and go over the directions for the assignment. Use an overhead transparency to go over and clarify directions for the assignment. NOTE: You may want to make a transparency of the group directions and use this as you explain directions to the group.