Subject: Mathematics

Date: January 16,2023

Grade: 1

Strand: Measurement

Duration: 5 x 60 minutes

Term: 1

Focus Question:

Topic: Measurable attributes of objects

Standard:
➢ Students will use non-standard and/or standard metric (SI) units, instruments
and procedures; to estimate and measure quantities of different attributes,
and to compute and solve problems.

Benchmark: Estimate and measure distance

Attainment Target: Demonstrate an understanding of the size of numbers, length
volume and capacity.
Standards for Mathematical Practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

Prerequisite knowledge/skills: Students should be able to: Identify, compare.

Estimate, measure, count

Specific Objectives: Students should be able to

- Identify measurable attributes of objects for example; a box has dimensions
(length, width, height, weight) volume-non-standard

Day 1
Topic: Non-standard measurement

Content
Measurement is the action of measuring something. The size, length, or amount of
something, as established by measuring. We use different equipment/units to
measure for example: hand span, string, paperclips , foot length etc.

Engage:
Students will watch a video introducing them to non-standard ways of
measurement (https://www.youtube.com/watch?v=ftB5VU64yGA) . After which
they will participate in discussion about the non -standard way of measuring.

Explore:
Using information from the video, students will demonstrate their understanding
by selecting one of the non-standard methods of measurement to measure an object
in their Learning area. For example; using their hand span to measure a book.
Explain: Students will explain
Discuss findings on experiments done at home.

Elaborate/Extend:
State what would happen if each student is using a different instrument to measure
the same objects?

Evaluate:
Students will
▪ Complete page 45 of the Primary Mathematics for Jamaica Textbook.

Homework:

Students will video themselves using different non-standard methods of

measurement (handspan, string, belt, pencil) to measure different objects found in
the home (e.g. length of bed, table, chair, door, etc). Then post the video in the
classroom.

Evaluation:

Content Key Vocabulary Activity Material

/ Skill
Length size, Tall, https:// Mathematics
www.youtube.co
Height, Weight, textbook,
m/watch?
Long, Short v=vMTPNkuv1Q handspan, pencils ,
 o foot span ,paper
clips,( Things in
the home)

Tell what they were measuring with the water and juice boxes.

WORK SHEETS

• Look at the cereal box, cereal bowl, and the spoon shown below to answer the
following questions.

1. What would you be measuring if you measured the cereal box?

2. Which is shorter, the box or the bowl?
3. Which holds more, the box or the bowl?
4. Which is heavier, the spoon or the bowl?
 Example of an evaluation
Day _________
Reflection:
Class Enrolment: ______ Number of students present: _____

Objective: One – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Objective: Two –
Class score
Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Objective three – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework
Additional comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Day 2

Topic: Non-standard measurement

Objectives:

➢ Students will use non-standard and/or standard metric (SI) units, instruments

and procedures; to estimate and measure quantities of different attributes,

and to compute and solve problems.

Benchmark:

➢ Estimate and measure distance

Attainment Target:

Estimate, compare and use various types of measurement

Prerequisite Knowledge/ Skills:

Students should know how to:

- Identify measurable attributes of objects, such as a box has dimensions
(length, width, height), weight, volume (non-standard)

Specific Objectives: Students should be able to:

- Use comparison and describe objects using
- long/short , wide/narrow , thick/thin , heavy/light , large/small ,
tall/short
(use concrete, semi concrete and then abstract to do the comparisons)
Teaching/ Learning Resources:

Materials from the environment such as rope sticks, Poles, Pens, Pencils, Markers,
Balls, Books, Iron, Rocks, Bottle filled with water, Worksheets etc.

Key Vocabulary: Long, Tall, Short, Wide/narrow, Thick/thin, Heavy/light,

Large/small
Content Outline
Objects around us can be described according to their various attributes, such as
height, width, length, depth etc. At this level, words such as tall, short, wide, long,
big, small are words that are a part of the students’ vocabulary. But as they make
comparisons they will begin to discover that these words will be slightly adjusted
based on what they are being compared to and that words such as these can be used
objectively.

Engage
Show students a picture of a cereal cornflakes box and ask students to say in as
many words as they can to describe the box being displayed. students will then
recall and share some features of the box that they could measure – example, how

tall it is, how heavy/light, , its width.

Explore:
Students will be shown a list of words from the expected vocabulary for lesson;
example, long/short, wide/narrow, thick/thin, heavy/light, large/small, tall/short.
Students will describe objects seen within their environment, such as beds, trees,
rocks, the building, tanks, tables, chairs, paper and so on(they may use words from
the given list to describe these words).

Explain:
Students will be asked to give reasons for their responses. Ask questions such as;
why do you say the object is large? show them a picture with two objects and ask
them to say which is larger and ask, what would you say about this?

Note: Students should be shown more than one of each object at a time, to make
comparisons.
Lead students to understand that objects can be described or seen in a particular
way based on what they are being compared to. For example, using pictures to aid
in the discussion, you could say that your Shitzu is a big dog because it is one-
year-old. However, if you compare it to a one-year-old German Shepherd, it would
be a small dog.
Note: Teacher is to ensure that there are pictures to accompany examples, to
assist students who may not be familiar with illustrations
Elaborate/Extend:

Students will select items from within their learning environment. They will write
a sentence comparing them using any of the given pairs of words listed on the
board. For example, My pencil is short, but Michael’s pencil is long. My book is
heavy, but Samantha’s book is light.

Evaluate:

Students will complete page 46 Primary Mathematics for Jamaica.

(Homework: Create an Attributes journal. Have students collect pictures of images

and label these pictures appropriately using comparative terms from the following
list: big/small, long/short, wide/narrow, thick/thin, heavy/light, large/small and
tall/short.

Example of an evaluation
Day _________
Reflection:
Class Enrolment: ______ Number of students present: _____

Objective: One – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic
 Early Work
Homework

Objective: Two –
Class score
Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Objective three – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Additional comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Day 3
Topic: Using Non-Standard Units to give the Length of various objects

Standard:
Students will use non-standard and or standard metric (SI) unit, instruments and
procedures; to estimate and to measure quantities of different attributes, and to
compute and solve problems.
+Benchmark:
Estimate and measure distance

Attainment Target:
❖ Estimate and compare the use of various types of measurements.

Prerequisite Knowledge/ Skills:

Students should be able to:

❖ Count using consecutive whole numbers
❖ Identify objects of equal/unequal length.
Specific Objectives:

Students should be able to:

❖ Estimate and measure the length of various objects using non-standard units.
(For e.g. Hand span, foot prints, fudge sticks, finger width, paces, counters,
paper clips)

Teaching/ Learning Resources:

- Paper clips, Connecting cubes, Foot print cut outs, Items in the classroom
Key Vocabulary:
 - Non-standard units, Length, Measure.

Content Outline
You can measure length using objects that are smaller than the object being
measured. These smaller objects would represent our non-standard units. We
measure the object by iterating the smaller objects to span the object being
measured from one end to the other without gaps or overlaps; the length of the
object is the number of smaller objects (non-standard units) that it took to span the
object from end to end. Note: body parts can also be used as non-standard units for
measuring length.

Example of non-standard units for measuring length

Hand span, foot prints, fudge sticks, finger width, paces, connecting cubes, paper
clips and arm-length. Examples of measuring using non-standard units are shown
below.

The stapler is about 9 connecting cubes long. The stapler is about 5

paper clips long

Engage:

Previous lessons will be reviewed to see how much students grasped during the
first two lessons. Students will be asked the following questions:
1. What can you use to measure the width of your textbook?
 2. Which is heavier, a jug of milk or a box of cornflakes?
3. Which is bigger, a house or a room?
Misconceptions will be cleared up by the teacher.
Explore

Can you use your foot to measure? Lets try this

1. Count how many giant steps from one end of your room to the other.
2. Using baby steps to measure the distance from one end of the room to the
other. (Teacher will explain how baby steps are taken.)
Explain:

Students will share their findings with the class. Misconceptions will be cleared up.

Elaborate/Extend:
Students will be engaged in an activity to draw their foot print on paper which
they will then cut out and use as their unit of measure. They will use it to measure
the length of five items found in their home or in their home environment.
Using counters and a container of objects, students will use the counters to give
the length of any three objects in the container. For example: The pencil is
______ counters long. Students will also complete the following:
About how many kidney beans long is the crayon?

A. 7 kidney beans B. 5 kidney beans C. 9 kidney beans.

Mary says A. Explain why she is correct or incorrect.

Homework
1.Students will be asked to use the cut out foot shape to measure the length of three
persons in their homes.
2. Match your foot shape to other foot shapes of your family members.
3.Students will write sentences about their findings from the above activities.

Home Work
 Example of an evaluation
Day _________
Reflection:
Class Enrolment: ______ Number of students present: _____

Objective: One – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Objective: Two –
Class score
Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Objective three – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework
Additional comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Day 4

Topic: Estimating and measuring the lengths of various objects

Standard:
➢ Students will use non-standard and or standard metric (SI) units,

instruments, and procedures; to estimate and measure quantities of different

attributes, and to compute and solve problems.
Specific Objectives:

Students should be able to:

- Estimate and measure the length of various objects using non-standard units.
(For e.g.
Hand span, foot prints, fudge sticks, finger width, paces, connecting cubes, paper
clips)

Engage:
Students’ attention will be directed to a transparent container with various objects
in Google Meet. Objects will be taken out at random by the teacher. The class will
be asked questions. For example: Say a pencil is taken out, students can be asked:
1. Which item in the container is shorter/longer than the pencil?
2. Which item in the container would be the same length as the pencil?
3. Which two items in the container would be the same length as the pencil?
How do you know?
4. Which two items in the container would have a different length?

Note, this can be repeated for different objects in the container

Explore:
Students will observe pictures on the worksheet then give oral responses.

Explain:
Students will also say if they made a good/bad estimate and how they know
whether it is good or bad. Misconceptions will be cleared if any. Other students
will be allowed to make comments or share ideas where necessary.

Elaborate/Extend:

Students will be given an activity sheet (See appendix) to complete that will have
them estimate and measure the length of various items in their school bags using a
unit of their choice.

Activity Sheet

What can I measure?

Pencil, book, eraser, crayon, stapler, snack, juice, ruler or pencil case.

Instrument I can use to measure: Connected cubes, paper clips and counters

Object Measuring Estimate Actual

instrument Measurement
Evaluate:

Students will be engaged in a measurement scavenger hunt. There will be 8 clues.

They will use counters of the same size as the instrument to measure. Students can
be rewarded for the correct items they have found.

Name: ____________________ ________________________

Find something in your home that measures:

1. Less than 4 counters ____________________

2. More than 5 counters _____________________
3. About 2 counters longer than your feet ________________
4. Exactly 10 counters _________________
5. More than 6 counters but less than 10 counters ______________
6. Exactly 8 counters _________________
7. The same length as your pencil ____________
8. A different length from your book ______________
 Example of an evaluation
Day _________
Reflection:
Class Enrolment: ______ Number of students present: _____

Objective: One – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Objective: Two –
Class score
Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Objective three – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Additional comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Day 5

Topic: Comparing the length of various objects

Standard: Measurement:

➢ Students will use non-standard and or standard metric (SI) units,

instruments, and procedures; to estimate and measure quantities of different

attributes, and to compute and solve problems.

Benchmark:

➢ Estimate and measure distance

Attainment Target:

Estimate, compare and use various types of measurements

Prerequisite Knowledge/ Skills:

Students should be able to:

- Count using consecutive whole numbers - Identify
objects of equal/unequal length
Use non-standard units to measure length

Specific Objectives:

Students should be able to:

- Estimate and measure the length of various objects using non-standard units.
(For e.g. Hand span, foot prints, fudge sticks, finger width, paces,
connecting cubes, paper clips)

Teaching/ Learning Resources:

- Paper clips, Connecting cubes, Counters, Line, Clothes pin, Socks of various
length, Activity sheets
Key Vocabulary:

- Non-standard units, Length, Measure, Estimate, Shortest, Longest, Order,

Compare
Content outline:
Comparing the length of various objects
We can compare two objects to determine which is longer or shorter by placing
them side by side. We can also determine if the two objects are of equal or unequal
length. If more objects are included, we can order them from shortest to longest or
vice versa.

Engage:
Students will be shown a picture with what looks like a clothesline; some socks will be pinned to
the line in no particular order. Students will be told that we want to order the socks from shortest
to longest.
Explore:
Students will be asked to pin some socks on their clothes line and arrange from
shortest to longest. Students will take a picture of what was done. The rest of the
class will determine if it was done correctly and if not, how we can correct it.

Explain:
Students will be engaged in a discussion:
Discussion questions:
1. Which items did you measure?
2. Which non-standard unit did you use to measure the items?
3. What are the measurements (lengths) of the items?
4. Which item is the longest/shortest?
Elaborate/Extend:
Students will be given an activity sheet (See appendix) to complete where they are
given a household item and they should draw an object in the home that is shorter
than the one given.

Evaluate:

Students will be given an activity sheet (See appendix) which will require them to
compare the length of objects given and identify which one is longer.
Example of an evaluation
Day _________
Reflection:
Class Enrolment: ______ Number of students present: _____

Objective: One – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic
Early Work
Homework

Objective: Two –
Class score
Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Objective three – Class score

Mastery: ____
Near Mastery: ______
Non-Mastery: ______
Action to be taken:
Re-teach Reinforcement Advance to next topic Early Work Homework

Additional comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________
__
 Appendix Activity Sheet #1 – Part A
Name: _________________ _________________

Circle the object in each row that is longer. You might need to measure
to be sure.

OR

OR

OR

OR
 OR

OR

Activity Sheet #1 – Part B (Evaluation)

Instruction: Look at the height of the plants, use what you notice to
complete the sentence below.

Plant _______ is the tallest.

Plant _______ is the shortest.
Plant _________ is taller than plant _________ but shorter than plant
___________.

Activity Sheet #2
Name: ________________ _________________
Look at the picture showing an object in the home then draw on the right
another object in the home that is shorter than the one in the picture on
the left.

Televisi
on

Be
d

Night
Lamp
 Adult shoe

Curtain