Shape and Space/ Measurement Unit Plan Grade 1/2

April 6-16, 2021

Alexandra Santangelo 10160035

Grade One: General Outcome

Use direct and indirect measurement to solve problems.

Specific Outcomes

1. Demonstrate an understanding of measurement as a process of comparing by:• identifying attributes that can be
compared

• ordering objects

• making statements of comparison

• filling, covering or matching.

Grade 2: General Outcome

Use direct and indirect measurement to solve problems.

Specific Outcomes

Relate the number of days to a week and the number of months to a year in a problem-solving context.
[C, CN, PS, R]

Relate the size of a unit of measure to the number of units (limited to nonstandard units) used to measure
length and mass (weight).
[C, CN, ME, R, V]

Compare and order objects by length, height, distance around and mass (weight), using nonstandard
units, and make statements of comparison.
[C, CN, ME, R, V]

Measure length to the nearest nonstandard unit by:• using multiple copies of a unit
• using a single copy of a unit (iteration process). [C, ME, R, V]
 Demonstrate that changing the orientation of an object does not alter the measurements of its attributes.
[C, R, V]

Date & Lesson # Program of Lesson Details Accommodations Assessment

studies outcomes As/ Of/ For
 Inch by Inch •For students who Assessment for
Grade 1 and 2: • • Introduction to find this task easy learning is used in
Use direct and non standard units they can be asked this particular
indirect of measurement. to estimate the lesson as the
measurement to • Discussion number of inch teacher will be
solve problems. surrounding what worms before they able to prepare for
measuring things measure and test future lessons as
tells us/ what themselves on they will identify
measurement is. how well their and group students
•Read the story guesses were. for future
Grade 2:
Inch by inch by •This lesson also activities based on
Leo Lionni as a lends itself to give their
• Measure length to whole class the teacher the understanding and
the nearest activity. ability to assign a needs as well as
nonstandard unit •Follow up certain number of conversation
by:• using multiple discussion will objects that must surrounding their
copies of a unit. take place on how be measured for previous
to properly each level of understandings on
measure things, learner ie) grade non standard units
not overlapping ones measuring 5 of measurement.
their inchworms, objects minimum
starting at the and grade twos
same point and measuring 10
moving towards objects minimum.
an end point. •Teacher support
•Students will be will also be
given their own available as
two inch worms students complete
#1: April 6 the teacher will the activity if
have prepared questions arise.
beforehand and •Without covid
record the number being a factor
of inchworms students could
random objects have worked
around the together on this
classroom are in task.
their own personal
math notebooks.
•They will be
asked to draw the
object they
measured and the
number of worms
beside it.
 Heavy/ Light • In order to Assessment of
Grade 1: Picture Sort challenge students learning is used
• This activity will more challenging during this lesson
Demonstrate an challenge students items could be as the teacher will
understanding of to think critically given in order for receive a solid
measurement as a and define what them to sort ie) concrete piece of
process of classifies an object people, dogs, student work in
comparing by: as heavy and what chairs, tables. order to determine
classifies an object • In order to what the student
as light. simplify this has learned in
• identifying
• A mini activity for those relation to the
attributes that can
instruction will who require extra teaching and
be compared take place before assistance, learning goals.
the students move pre-cutting the
• ordering objects to their desks to images and giving
independently cut more obvious
• making statements and glue images items would be a
of comparison ranging from great option for
things like a differentiation.
Grade 2: school or an • Teacher
elephant to a assistance will
Compare and order paperclip or a also be available
#2: April 7 objects by length, feather and glue throughout this
height, distance them in the activity however it
around and mass
appropriate will be expected
categories. that they complete
(weight), using
• If students are the majority of it
nonstandard units,
unsure they can independently
and make
glue their object in unless an ipp or
statements of
the middle of the accommodations
comparison. two classification state otherwise.
categories (heavy/
light)
• A follow up
discussion will be
held with the
entire class to
determine what
makes an object
heavy and what
makes an object
light, ie) whether
or not you are able
to pick it up or
not.

Grade 1: Size • For students • Assessment as

• ordering objects Classification, requiring extra learning here will be
#3: April 8 assistance with this used as the teacher
Kite Tails
Grade 2: • Teacher will task pulling a small can provide
 • Compare and show 3 kites with group to the teacher feedback as students
order objects by different lengths table could be complete the
length, height, and only some beneficial or pairing activity in order to
distance around and curled strings and them with a partner reflect on their
mass (weight), with a strong actions and make
ask students to
using nonstandard understanding in adjustments
units, and make help order them attempt to help accordingly.
statements of from shortest to guide them.
comparison. longest. Once the
teacher has
demonstrated that
just because a
string is curled
and looks shorter
at first doesn't
mean that it is
actually the
shortest, students
will then be given
their own kite
cutouts and make
their own kite
tails.
• Students will be
asked to order
their own kite tails
individually.

Grade 1: Measuring with •Differentiation for Assessment of

• Not completely Blocks and grade one students learning is used
grade one specific estimating length could include during this lesson
but a challenge for measuring any as the teacher will
those who have a object they wanted
https://www.youtu receive a solid
strong grasp on the and not focus on
be.com/watch?v= completing the concrete piece of
topic.
2wUsdsae0ro entire worksheet. Or student work in
• Still uses direct the teacher could order to determine
and indirect • Mini whole work with all of the what the student
measurement to group instruction grade ones together has learned in
solve problems. will allow students to complete the task. relation to the
#4: April 9 to watch the above teaching and
Grade 2: video and better learning goals.
understand what
• Relate the size of measurement is.
a unit of measure to Class discussion
the number of units will also take
(limited to place around what
nonstandard units) an estimation is
and how we can
• Measure length to make good
the nearest estimations and
nonstandard unit not just write
by:• using multiple down random
copies of a unit guesses.
• The teacher will
get every student to
write their
estimations on their
worksheets in a pen
or marker so there is
no opportunity for
any changes to be
made after.
• Once all students
have completed
their estimations of
each item the
teacher will hand
out connection
blocks. Using
connecting blocks
as their
manipulatives
students will be able
to work in pairs and
move around the
room writing down
the actual
measurement of
each item listed on
their sheet. Students
will hand in their
sheets when
completed for the
teacher to
understand their
work levels.
 Grade 1: Play Dough •Accommodations Assessment as
Snakes for this lesson may learning is used in
• Making • The students will include rotating the this task as the
each be given a snakes and asking teacher will be
statements of
the students if the
comparison ball of red, yellow, able to constantly
order is still the
green and blue same or asking check in with how
Grade 2: play dough which students to come up their snakes are
the teacher has with their own going and looking
• Compare and
previously problem and shape and ask prompting
prepared in of play dough in questions to the
order objects by
individual bags order from biggest students in order
length, height, to smallest or tallest
before the lesson. for them to reflect
distance around and to shortest and how
• The teacher will on their learning.
mass (weight), tell the class to they would get
using nonstandard someone to build
make 4 snakes and
units, and make that ie: balls of
demonstrate how playdough, squares,
statements of to make a snake as cylinders, snowmen
comparison. the students try on etc.
their own at their
desks or tables.
• Demonstrate that • Make 1 red
changing the snake, 1 green
orientation of an snake, 1 blue
object does not alter snake, and 1
the measurements yellow snake.
#5: April 12
of its attributes • The teacher will
then tell the class
to make the green
snake the longest.
• Once everyone
has completed this
the teacher will
instruct the class
to make the red
snake a lot longer
than the yellow
snake.
• Following the
completion of that
the teacher will
instruct the class
to make the blue
snake a little bit
longer than the
yellow snake.
• Finally, the
teacher will ask
the students to
order the snakes
and tell the order
 from shortest to
longest.

Maze and String • For students Assessment of

Grade 1: Activity requiring assistance learning is used in
• The teacher in this the teacher could this activity as the
activity asks choose partners for teacher is able to
• Demonstrate an this activity or
students to make a make judgements
understanding of ensure that an aid or
prediction about about what each
measurement as a which maze they enough support was
process of in the classroom student has
think will be the
comparing by: longest and why. during the activity. learned in relation
• Following this • Having the teacher to their teaching
discussion students work with a small and learning goals
• identifying
will work with a group is also an as well as whether
attributes that can option.
partner and their or not they are
be compared own set of three able to confidently
mazes with a string communicate why
• ordering objects and wind the string they know the
around the path to information they
• making statements figure out the true
do.
length.
of comparison
• Once finished this
activity students
Grade 2: will order the mazes
#6: April 13 from longest to
• Compare and shortest.
order objects by • For summative
assessment purposes
length, height, mini interviews
distance around and could be conducted
mass (weight), with each student
using nonstandard asking them
units, and make questions like “
statements of which maze was the
longest? Which was
comparison.
the shortest? How
do you know? Did
you think the string
of the largest maze
would be taller than
you? Did you think
it would be taller
than me? “ etc.

Grade 1: Giant Animal • An extension to Assessment for

Measuring this activity could learning is used
#7: April 14 • Use direct and • Using the be the inclusion of during this activity
smartboard the students cutting as students will be
indirect
the animals out of
 measurement to projector and large their worksheets using blocks they
solve problems. sheets of art paper once they have been have previously
the teacher will measured and used to measure
trace and prepare 6 ordering them from objects and move
Grade 2: Canadian animals largest to smallest or
forward with their
ahead of time for tallest to shortest.
• Measure length to the students to • Additionally ability to measure
the nearest measure. measuring different other things.
nonstandard unit • Using a Moose, parts of each animal
by:• using multiple Polar Bear, and discussing
Narwhal, Salmon, length vs width
copies of a unit
King Crab, would be interesting
• using a single for some students.
copy of a unit
Groundhog, along
with a worksheet • Pairing students
(iteration process) for this activity
of the image of
could also allow for
each animal added support.
students will be • Asking grade two
able to move students to use a
around the room single item to
and measure the measure the length
parts of each large and width of each
animal animal is also a
determining what possibility.
the measurements
of each are and
seeing if they got
the same as their
peers.

Grade 1: Minecraft • Determine who the Assessment of

• The students in my minecraft “experts” learning is used
• Use direct and class have been in your class are and during this lesson
working ask them to help as the teacher will
indirect
exceptionally hard their peers with
measurement to receive a solid
on this unit so I simple tasks like
solve problems. logging in and concrete piece of
decided to make this
unit extra fun for getting started student work in
Grade 2: them by before they begin order to determine
incorporating themselves. what the student
• Use direct and minecraft. I asked has learned in
#8: April 15 them to measure relation to the
indirect
things like trees and teaching and
measurement to people and houses learning goals.
solve problems. with whatever they
liked. They were
able to take images
of their
measurements with
the minecraft
camera and we were
able to reflect and
compare each others
 measurements as a
whole class.

Grade 1: Minecraft • In order to Assessment of

wrap up understand the learning is used
• Use direct and • Following the dimensions make during this lesson
previous days sure everyone has as the teacher will
indirect
activity the teacher had time to play
measurement to receive a solid
can ask the students around with the app
solve problems. and is comfortable concrete piece of
to build a home with
with how to do what student work in
certain dimensions
#9: April 16 is being asked. order to determine
Grade 2: and materials and
take a photo of it what the student
• Use direct and with the minecraft has learned in
camera again for relation to the
indirect
teacher reference. teaching and
measurement to
learning goals.
solve problems.