Rebecca Prentiss, 1

MEASUREMENT SEQUENCE: FIRST GRADE

1. Object Investigation: use yarn to measure, read aloud of Super Sandcastle
Saturday. Make snake drawings. Compare yarn measurements
2. Reasoning about Reliable Units: reasoning, walking across room, reliable ways to
measure
3. Measuring Practice with Shoes: trace and cut out outline of shoe, measure with
paper clips and cubes
4. Marshmallow Estimation: Marshmallow measurement of length: use random
objects, on blank sheet of paper. Estimate first.



EDS Lesson Plan #1


Name: Rebecca Prentiss
Grade Level: First
Content Area: Math
Date for Implementation:
Lesson Title: Object Investigation
Whole Class

Standards
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object.

Standards for Mathematical Practice
CONCEPTUAL
REASONING

Content Objective/Learning Outcome
Students will be able to determine which item is shorter which item is longer by measuring
both items with yarn.

Language Objective/Language Learning Outcome
Given an illustrated word bank and sentence frames, students will orally compare objects
based on their lengths.

Words on Anchor Chart: (Add to it each day) Longer, Shorter (use hand motions and
picture to define), To Measure=to find the size
Rebecca Prentiss, 2


The __________ is longer than the _____________.
The __________ is shorter than the ____________.


Assessment

Formative Assessment Tasks
As I am explaining the lesson, I will check to see if the majority of students seem to
understand the concept of shorter and longer already. If they do not, I will do more
examples by holding two objects side by side and asking the class to tell me which one is
shorter and which one is longer.


Summative Assessment Tasks
Exit question: Show me longer with your hands. Show my shorter with your hands.
What does measuring help us do? (Figure out what is longer and what is shorter)


Materials Needed
-Yarn
-Two snakes drawn on paper that are slightly different sizes
-Paper for students to draw on
-Scissors
-Tape

Differentiation:
I will ask my CT to work with CA and DE, two students that typically struggle to stay on
task and do not usually pick up new concepts right away. For the students that finish their
snake comparisons early and easily, I will pair them up with another partner group and
have them put their snake strings in order from longest to shortest.

Instructional Sequence:

Introduction
-Read Aloud: Super Sandcastle Saturday
-Ask questions about book (determine after it comes in the mail)
-Discuss vocabulary words longer and shorter. Draw pictures on board. Have them
do hand motions and big voice for longer/little voice for shorter at the same time. Hold
up two pencils, have students say which is shorter, which is longer.
Rebecca Prentiss, 3

-Main question/Big Idea: How can you compare the lengths of two objects if you
cant put them right next to each other? Think-pair-share
-Explain that there is a picture of a snake in the front of the classroom, and one in
the back. They are taped down. Ask, how can we figure out which one is longer and which
one is shorter without putting them right next to each other? How can the ideas in the story
help us?
-If not already suggested, explain how we can use yarn to measure. Model
measuring the front snake by cutting a string to match the size (mention that a
mathematician records everything, so that they dont forget)
-Choose two students to measure snake in back. Have them cut to the size of the
snake. Copy the lines onto promethean board. Explain that since the snakes have curves,
even putting them next to each other wont necessarily tell us which is longer and which is
shorter. That is why we need to measure them! Today, we are going to be using yarn to
measure, but there are a lot of things that help us measure.
-Have students hold up the two strings and as a class, determine which one is longer
and which one is shorter.

Body
-Explain that now, we will be drawing our own pictures of snakes, measuring them,
and then seeing which one is shorter and which one is longer. . have them return to desks.
-Give them 5 minutes to draw and color snakes (SET A TIMER!), tape example
snakes to the Promethean board.
-Afterwards, have students cut their yarn to match the length of their snake. With
their table partners, have students compare their strings with their table partner, and write
down My snake is shorter/longer than __________s snake.

Closure
-Come back to the rug.
-Have a few partners come up and share which was longer and which was shorter, showing
the classroom their strings and snakes.
-Check for understanding with exit question: Show me longer with your hands. Show my
shorter with your hands. What does measuring help us do? (Figure out what is longer
and what is shorter)

Rebecca Prentiss, 4

EDS Lesson Plan #2


Name: Rebecca Prentiss
Grade Level: First
Content Area: Math
Date for Implementation:
Lesson Title: Reasoning about Measurement
Whole Class

Standards
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
1.MD.2 Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understanding that the
length measurement of an object is the number of same-size length units that span it with
no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole
number of length units with no gaps or overlaps.

Standards for Mathematical Practice
REASONING

Content Objective/Learning Outcome
Students will be able to explain why some units of measurement are more efficient than
others, depending on the context.

Language Objective/Language Learning Outcome

It is better to use ___________ to measure a book because _________________.

It is better to measure using ___________ instead of ___________ because ___________________. An
example of this is _______________.

Estimate= to make a guess before finding the answer


Assessment

Formative Assessment Tasks
Rebecca Prentiss, 5

If the discussion reveals that many of the students have extensive prior knowledge
on the topic, I will try to challenge the students by having them measure their desks using
different objects. If it appears to be a challenging topic for many of the students, I will
spend extra time going over the content-specific vocabulary.


Summative Assessment Tasks
I will have the students write down their explanations for the best units of
measurement (given sentence frames). I will evaluate these based on their ability to put the
concept in their own words and give examples that show understanding.


Materials Needed

-Pencil
-Desks
-Paper clips
-Cubes
-Promethean board slides


Differentiation:
I will ask my CT to work with CA and DE while they write their assessment, providing
support with spelling and redirecting them if they become distracted. I will walk around to
provide support to the students that are struggling to formulate their ideas or need
assistance in coming up with an example. For the student with the IEP for speech, I will
work with him to help him express ideas, rephrasing what he says and having him repeat
while being careful to enunciate, to help him develop his academic vocabulary and practice
forming the words correctly with his mouth.

Instructional Sequence:

Introduction
-This week, we have been learning about measurement. Can anyone share
something that they can remember about measurement? Or about what any of these words
mean on this list? Discuss and review.

Body
-I need a volunteer. (Choose a student with shorter legs) Okay, so ______ and I are
going to walk across the room, walking like we usually do. Do you think we will both take
Rebecca Prentiss, 6

the same number of steps to walk across the room? Why or why not? Think-pair-share.
Raise your hand if you think I will take more steps. Okay, hands down. Raise your hand if
you think ____will take more steps. Okay, hands down. Raise your hand if you think we will
take the same number of steps. Okay, we will see!
-First, have the student walk acrossremind them to walk like they usually do.
Have the class count each step.
-I will walk across the room now. Have the class count.
-Record number of steps on board under our names.
-Why did I take fewer steps than ____?
-Is steps a good way to measure something? Why or why not?
-Think in your head a way to explain it. Is anyone willing to share their explanation?
(Give wait time before calling on students).
-Now I want to measure this book. (Have students make a circle around the rug so
everyone can see) Lets try using different things. (Measure using different sized Legos,
various shapes, cubes, and paperclips). After measuring with each one, ask, if someone else
get the same answer if they measured it? Lets see. (Have student re-measure each time, to
show that the shapes and Legos will vary in measurement because they are all different
sizes)
-Now I want you to think about which way was the best way. Tell your partner what
you think.
-Do not tell students the answer. Have them return to their seats and use the
sentence frames to help express their thoughts. Have them illustrate their idea.

Closure
Afterwards, have students share their ideas. Model measuring the book using each
item again, this time emphasizing the unreliability of shapes and Legos due to their varied
size. Introduce the concept of about since the measurements will not be exact, but close
is okay. Close by saying that paper clips and cubes are great ways to measure because they
are all the same size. Have students echo talk and then tell it to their partner.

Rebecca Prentiss, 7

EDS Lesson Plan #3


Name: Rebecca Prentiss
Grade Level: First
Content Area: Math
Date for Implementation:
Lesson Title: Shoe Sizes and Measurement Practice
Whole Class

Standards
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
1.MD.2 Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understanding that the
length measurement of an object is the number of same-size length units that span it with
no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole
number of length units with no gaps or overlaps.

Standards for Mathematical Practice
CONCEPTUAL
PROCEDURAL FLUENCY (practice on how to measure, counting units)

Content Objective/Learning Outcome
Students will be able to measure a given object using different same-size length units.

Language Objective/Language Learning Outcome

My shoe is about _______ cubes long.
My shoe is about _______ paper clips long.

Words to add to vocabulary chart: Units

Assessment

Formative Assessment Tasks
As students are working, I will ask, Which one is it taking more of to
measure? Would I get the same answer if I spread the cubes out so that there were spaces
in between? I will observe the students and check to see if they are measuring end to end
with no gaps in between, and carefully counting the units.
Rebecca Prentiss, 8




Summative Assessment Tasks
I will have the students share their recording sheets with a partner. I will
look at their recording sheets to determine whether or not the majority of the students
measured correctly and completed the sheet.


Materials Needed
-Papers that are blank on one side and contain a chart on the other side
-Markers
-Cubes
-Paper clips
-Scissors

Differentiation:
I will ask my CT to once again work with CA and DE as they complete the work sheet. I will
spend extra time with NA and EM since they often need more assistance to fully grasp a
new concept, and tend to become overwhelmed when they are left to figure it out on their
own for too long. I will use hand motions and refer to the anchor chart for vocabulary so
that the English Language Learners can understand the new content-specific vocabulary
being taught. I will draw pictures and model the steps beforehand to help the visual
learners in the classroom.

Instructional Sequence:

Introduction
-Have students sit in a big circle on the rug so that everyone can see.
-Yesterday, we practiced using yarn to measure things that were not close together.
Today, we will practice different ways of measuring the length of something.
-Another way to find the length of something is to build a train of cubes that is
about as long as that object. For example, if I wanted to tell someone how long this book
was, I would build a cube train (like this), count the number of cubes it took, and then say
this book is about ___ cubes long. (Have them count with me!)
-Notice how I used the word ABOUT. When I said it is ABOUT ___ cubes long. That is
because it is not exactly ___ cubes long, but it is pretty close to ____ cubes long.
-Another way I could tell the length of this book is by using paper clips. By lining
each paper clip up, end to end and then counting them, I find out that the book is about ___
paper clips long. (Have them count with me!)
Rebecca Prentiss, 9


Body
-All right, today we will practice measuring using cubes and paperclips, because
yesterday we found out that those are some great ways to measure.
-Show them recording sheet. On this chart, it tells you what to measure. Here, it says
scissors, so that means you need to find a pair of scissors and measure them first using
cubes, then using paperclips. Dont forget to write your measurement down! Remember,
we measure end to end (have students repeat and show hand motions) because we want to
find the length. Point to both ends of scissors to clarify. After you measure the scissors,
book, and pencil like it tells you to, you get to decide what else to measure! Maybe you want
to measure your nametag, your crayon box, or your eraser.
-Give students about 15 minutes to measure and explore, going around to each table
and checking-in with each students
-Once everyone is finished, have students share their measurements with their table
partners.
-Now, we will be measuring our shoes using paper clips and cubes, to find out
ABOUT how many cubes long and ABOUT how many paper clips long our shoes are!
-We will do this by tracing our shoe onto the back of our papers and then cutting it
out. Can anyone repeat the directions I just gave?
-Here, watch me trace my shoe. If you need help, ask your table partner and you can
work together!
-Once you have traced your shoe, you can begin MEASURING it using cubes. Then,
write down My shoe is about _____ cubes long on your recording sheet.
-Next, we will do the same thing with paperclips.
-Dont forget to write your names on your paper!

Closure
-Ask, what did you notice?
-Have them compare them with a partner.
-Did it take more paper clips or more cubes? Raise your hand if
-Ask, which is longer, cubes or paper clips? Hold them side by side.
-If someone repeated this activity using your shoe tracing, do you think they would
get the same answers? Why or why not?




Rebecca Prentiss, 10

EDS Lesson Plan #4


Name: Rebecca Prentiss
Grade Level: First
Content Area: Math
Date for Implementation:
Lesson Title: Marshmallow Estimation
Whole Class

Standards
1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by
using a third object.
1.MD.2 Express the length of an object as a whole number of length units, by laying
multiple copies of a shorter object (the length unit) end to end; understanding that the
length measurement of an object is the number of same-size length units that span it with
no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole
number of length units with no gaps or overlaps.

Standards for Mathematical Practice
CONCEPTUAL
PROCEDURAL FLUENCY (practice on how to measure using a same-size unit, counting)

Content Objective/Learning Outcome
Students will be able to make a reasonable estimate of how many same-size length units it
will take to span the length of an object, and then check that estimate by using the
manipulative.

Language Objective/Language Learning Outcome


Words to add to the vocabulary chart: Estimate

Assessment

Formative Assessment Tasks
Before beginning the independent time, ask multiple questions about what it
means to estimate. If they appear confused, give more examples and say, which means to
guess, whenever using the word estimate. While they work, ask, Show me how you
measured this one and What helped you make a good guess or estimate?
Rebecca Prentiss, 11



Summative Assessment Tasks
I will review the recording sheets, checking to see if they made reasonable
estimates and accurate measurements. As part of the closure, I will ask students what and
estimate is and what the vocabulary words we have learned so far mean.


Materials Needed
-Mini-marshmallows
- Paper with pictures of different objects to measure and a place to record estimates and
actual measurements
-Markers
-Scissors
-Crayons


Differentiation:
I will once again have my CT work with CA and DE. I will spend extra time with NA and EM
to provide extra scaffolding by doing the first couple of measurements and estimates with
them. I will provide a think-aloud and a visual so that visual learners are accommodated.


Instructional Sequence:

Introduction
-Today, we will continue practicing measuring things using different units of
measurement.
-A unit of measurement is something like cubes or paperclips that are all the same
size, so they help us measure and compare different things.
- Marshmallows can also be a type of unit because they are all pretty much the same
size.
-Just like yesterday when we measured with cubes and paper clips, today we will
practice measuring with marshmallows.
-But before we measure, we are going to make an estimate. An estimate is like a
good guess. Model estimating the length in cubes of a flower on a Promethean board. Have
students make estimates. Then measure the flower using drawn cubes on Promethean
board. Write down both the estimate and measurement. Discuss the difference. Ask
students, will I usually be exactly right when I estimate? Is it okay if I am not?

Rebecca Prentiss, 12

Body
-Pass out paper with pictures of different items of different lengths. (Make it Dr.
Seuss themed because it is Read Across America week!)
-Show them a marshmallow, and have them make estimates before handing out the
rest of the marshmallows. Do one example with the class.
-Remind them that they must record all of the measurements BEFORE eating the
marshmallows.
-As students are working, go around to each table and check-in with each student.
Ask, How did you know to do that? or What helped you estimate? What were you
thinking in your head?


Closure
-Bring students to the rug. Ask, was your estimate close to the actual number of
marshmallows it took? (Give an example)
-What else could we have used to measure these items? (Try to use the word unit
and associate it to their answers).
-Think in your head. What is an estimate? Now tell your partner. Have students
share out.
-Review all the vocabulary we have learned so far.