1. Measure Length with Nonstandard Units Unit of Study: Measurement- Length and Time Global Concept Guide: 2 of 4

2. Content Development  Measurement with nonstandard units is a critical area for first grade. It is essential students have multiple hands-on investigations and explore a variety of measurement tools.  On day 2, students will discuss how to create a tool to help measure with nonstandard units. In order to become more efficient with measurement, students can create a train of paper clips instead of adding paper clips one by one. Other measurement tools could include a taped row of color tiles or ladybug tape presented in the Illuminations Lesson, Ladybug Lengths. Click hereClick here for more information on iteration of objects.

3. Day 1  Building Conceptual Knowledge: Dana Center Early Mathematics Resource First Grade Session 2: Iterating Length Unit  During the activate section, students will have the opportunity to connect their prior knowledge and exploration of comparison with measurement of lengths.  Math Journal/Notebook Extension  Answer essential question: How can you measure length using nonstandard units?  What is the difference in length between the longest and shortest tail?  Go Math Connection/Independent Task  Lesson 9.3 p. 379-380 #9-12

4. Day 2  Building Conceptual Knowledge: Illuminations Lesson- Ladybug Lengths  In this illuminations lesson, students will continue to measure with a nonstandard unit (ladybugs) then progress into creation of a ladybug tape. Teachers will promote a discussion about the efficiency of measurement and purpose behind using a tool to measure. It is more efficient to count the ladybug’s travels using a tape of ladybugs than measuring one by one.  Independent Task- Measure line with lima beans  In this lesson, students are directed to measure lines with single lima beans. The focus of this lesson is for students to discover a tool is more efficient. For a replacement of the lima beans, student could measure with a color tile tape, ladybug tape, or craft glued with lima beans.  Problem Solving/Independent Task: Go Math Lesson 9.4 pg. 383-384 #9-11 Click hereClick here for a ladybug tape template.

5. Day 3  Engage: Go Math Lesson 9.4 Extend the Math: Longer and Shorter Units  In this task, pairs of students will measure one object using a variety of tools. The tools may include color tiles, paper clips, etc…  Teacher will promote the discussion about how units of different size will increase or decrease the amount needed.  Building Conceptual Knowledge: Bear Path  In this investigation, students will measure the bear path using counting bears to measure the length of the path. Students will record this measurement. Next, students will measure with a second tool, such as centimeter cubes, and record the measurement. Repeat with a third measuring tool and record measurement.  Teacher will promote a class discussion. Why did the measurement of the path change? Again, the goal is for students to recognize the relationship between the size of unit and total number of units.

6. Day 4  Go Math Lesson 9.5 Problem Solving: Measure and Compare p. 385-387  Students will focus on the problem solving strategy, Act It Out.  To support the problem solving process, the teacher will promote a discussion about what information do you know, how does information help you, and what is the next step.

7. Enrich/Reteach/Intervention  Reteach/Intervention  Go Math: Chapter 9 TE p. 369B Tier 1 and Tier 2 Interventions  Measuring with Sticks Measuring with Sticks  In a reteach group, teachers will observe and note student behaviors. Support students through questioning and modeling.  Enrich  Measuring with Connecting Cubes Measuring with Connecting Cubes  Ordering Cuisenaire Rods Ordering Cuisenaire Rods  This enrich task utilizes the manipulative, Cuisenaire rods.

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