Grade 1 Participant Packet-Session 3

Developers

M-GLAnCE Project Directors
Debbie Ferry
Macomb ISD
Mathematics Consultant / Carol Nowakowski
Retired
Mathematics Consultant
K-4 Project Coordinator / Marie Copeland
Warren Consolidated
Macomb MSTC
5-8 Project Coordinator
2004 Project Contributors
David Andrews
Chippewa Valley Schools / William Ashton
Fraser Public Schools / Lynn Bieszki
Chippewa Valley Schools
Sharon Chriss
Romeo Schools / Kimberly DeShon
Anchor Bay School District / Barbara Diliegghio
Retired, Math Consultant
Kimberly Dolan
Anchor Bay School District / Jodi Giraud
L’Anse Creuse Schools / Julie Hessell
Romeo Schools
Amy Holloway
Clintondale Schools / Barbara Lipinski
Anchor Bay School District / Linda Mayle
Romeo Schools
Therese Miekstyn
Chippewa Valley Schools / James Navetta
Chippewa Valley Schools / Gene Ogden
Anchor Bay School District
Rebecca Phillion
Richmond Comm. Schools / Charlene Pitrucelle
Anchor Bay School District / Shirley Starman
Van Dyke Public Schools
Ronald Studley
Anchor Bay School District
2005 and 2006 Session/Module Developers
Carol Nowakowski
Retired, Math Consultant / Deb Barnett
Lake Shore Public Schools / Luann Murray
Genesee ISD
Kathy Albrecht
Retired, Math Consultant / Jo-Anne Schimmelpfenneg
Retired, Math Consultant / Marie Copeland
Warren Consolidated
Terri Faitel
Trenton Public Schools / Debbie Ferry
Macomb ISD

Grade 1 Participant Packet-Session 3

Focus on: Measurement Attributes

Name of Activity / Description of Activity / Materials/Handouts / Key Tips for Teacher /
I. Ordering Students
By Height
(Warm Up Activity)
Adapted from: Connect to NCTM Standards 2000, Kindergarten / · Prepare an area on the floor with a masking tape line.
· Invite 6 to 8 students to line up on this masking tape line, ordering themselves by height.
· Then pick 3 other students who are seated to place themselves in the correct order. Ask “Where do you fit? How do you know?”
· Continue to add 3 more students at a time until all are in order.
· Ask students how they would prove who is taller when several of them are about the same height. They may suggest to measure. Use adding machine tape to represent their height.
· Take their adding machine tape and find their height in nonstandard units – using materials such as straws, twizzlers and/or pretzel rods – to the nearest whole unit. Each student must measure themselves in the same nonstandard unit on one side of the measuring tape. On the other side use a different nonstandard unit to measure (make sure that the units are different in length).
· Each table will record their results on a post-it chart paper.
Name Non-standard Non-standard
Measurement Measurement
· Ask questions after comparing their nonstandard measurements.
· With students, create a bar graph with each strip of adding machine tape (labeled with the student’s name) to show a visual representation of the class’ heights; each picture representing 1 unit. Introduction to bar graphs in 1st grade – mastery at 2nd grade. / · Masking tape
· Adding machine tape
· Straws/pretzel rods/twizzlers, unsharpened pencils, popsicle sticks
· Recording sheet – Chart paper / · Encourage students to explain how classmates are ordered.
· Additional questions to ask each time:
Who is shortest? Tallest?
Who is shorter than ______? Taller than?
Who is the same height?
II. Ladybug Lengths
Adapted from: Illuminations.org / · Read the book, Ladybug on the Move, to the students.
· After reading, use precut strips of yarn to trace the trail on about 5 pages and determine the length of the trail (how far the ladybug traveled). Make 2 sets.
· Turn back through the book and have students estimate which page shows the longest trip. Then exactly measure the trip on each page with a different color of yarn. Cut.
· Tape each piece of yarn onto chart paper and record which path it represents such as, “leaf to flower pot”.
· Then have students cut out Ladybug Rulers, glue together, and measure each yarn length.
· Ask them to compare the lengths.
· Using the second set of yarn lengths, place all of the yarn strips in one line end to end to show the length of the entire trip. Measure with the Ladybug Rulers.
· Next, provide each student with a copy of the Ladybug Lengths worksheet and a supply of red beans.
· Ask them to measure a few of the line lengths with the red beans (ladybugs) or teacher selected unit manipulative by placing them end-to-end. (Could be a center activity). / · Pre-cut pieces of yarn in different colors (2 sets)
· Ladybug on the Move, Richard Fowler
· Scissors
· Glue sticks
· Red beans or sprayed “ladybugs” created by using lima beans.
· Ladybug Lengths worksheet (Participant pg. 8)
· Ladybug Ruler (Participant pg. 10) / · By taping all of the yarn lengths together to show the entire distance traveled by the ladybug demonstrates to students the concept of the whole trip being longer than any single portion. Also, a part-part-whole model is created.
· Demonstrate how to use the Ladybug ruler with students.
· Remember that young children need lots of practice with non-standard units before using a ruler.
· Initial use of rulers should only be non-standard, showing units lined end-to-end.
· Tie in the GLCEs whenever appropriate throughout the lesson.
III. Wooly Worms
Activity 1
Activity 2
Nonstandard - paperclips
http://www.harcourtschool.com/activity/length_strength3/
http://www.harcourtschool.com/activity/length_strength1_clips/ / · Pass out a variety of “wooly worms” at each table, one per person.
· Brainstorm responses from students regarding attributes of their “worms”. Record these vocabulary words on a chart.
· Ask students to find a space on the floor. Use some of these words and have the students role play. For example, “Pretend that you are a curly worm, a straight worm, a wriggly worm, a short worm.” Try to incorporate words from the GLCEs M.UN.00.04 and M.PS.00.05.
· Ask questions regarding the worms at their table, such as:
What can you tell me about these worms? How are they the same? How are they different? Which one is the shortest? Longest? Can you order them from shortest to longest? This will be an estimation, since some of the worms are wound in a spiral or formed into a zig zag.
· Have students complete the Prediction column of the Wooly Worm Lengths sheet. They will color the worms to match their predicted order from shortest to longest. For the Actual measurement, have students use their Inchworm Rulers. They will measure their own worm and then their partner’s worm. The group will share their results so students can complete the Actual column. Teachers may want to revise/edit this part to have each student measure each wooly worm in their group to allow additional practice.
· Have a discussion concerning how they figured out the best way to get an Actual measurement. (straighten out their worm).
· Now have participants measure their “worm” using a variety of materials.
· Use a recording sheet. Pair up students and have them check each others measurement.
· Extension– Use the Cheerio worksheet (possibly at a center) to allow students to continue to practice and manipulate smaller units. Activity suggests sending home to have students share their understanding with their parents. / · Several pre-cut “worms” using pipe cleaners of different color, length, and shape.
(pipe cleaners can be straight lengths, zig-zag, or some wound around a pencil and spiraled.
· My Wooly Worm prediction sheet (Participant pg. 9)
· Inchworm Rulers –teacher given (not numbered) Participant pg. 13
· Red beans
· Tiles
· Goldfish crackers
· Unifix cubes
· Cheerios or Fruit Loops
· Cheerios Recording Sheet (Participant pg. 11)
· My Wooly Worm Recording chart (Participant pg. 12) / · This activity gives students an opportunity to create a “ruler” using non-standard materials.
· When students order their worms by length and begin to measure, facilitate their understanding of the need to straighten their worms to measure. Refer students to the story Ladybug on the Move and the need to straighten each path as we compared measures.
· Students will tire of having to count units every time they measure. Ask them what would be any easier way to figure out the length measurement.
· Wooly Worm Lengths recording sheet:

·
· We use a variety of materials to measure, since we often move children too quickly through this stage of learning into standard measurement. Brain research supports the need to spend enough time at this stage.
Name of Activity / Description of Activity / Materials/Handouts / Key Tips for Teacher /
IV. The Long and the Short of It. / · Working with a partner, have students first use yarn to measure each body part. Then use the inchworm rulers to measure the yarn length. Students are to compare measurement of designated body parts and answer the questions.
· Students will work together to measure and compute their specific body part lengths recording their measurements in number of inchworms. Each student will also have to determine (shorter, longer, taller) in comparison with another body part. / · Yarn (1 m of 1 yd long)
· Inchworm rulers (Participant pg. 13)
· Pencils
· Recording sheet for, The Long and Short of It” (Participant pg. 14) / · Use of yarn and ruler is to have students compare lengths using nonstandard units.
· Yarn allows students to efficiently measure using one continuous unit of measure rather than repeating measure by having to move the unit of measure.
· This lesson is an example of using indirect comparison (Methods of Measuring) in Step1.

Measurement

Conceptual Understanding/Instructional Sequence

Step 1 Comparison

Step 2 Use of Units

Step 3 Use of Instruments

M-GLANCE 1st Grade Session 3 – Linear Measurement – Participant Packet

Measurement 1st Grade GLCE Connection

Measurement Big Ideas

(Pat Huellmantel)

· Measurement belongs out of the textbooks and into the classroom, the school, and home environment.

· The same-sized unit is repeated over and over.

· The bigger the unit, the fewer the number in the measure.

· The smaller the unit, the more in the measure.

· Estimate first, then give practice in thinking about the unit as the unit is used over and over.

· Build a ruler by repeating linear units, over and over.

· Relate standard units to something the student knows, e.g., centimeter is about the same as the width of the little finger.

· Treat metric and customary units as separate systems. Relations between units are important only within the same system.

· Realizing the inefficiency of measuring with individual units, such as wooden cubes that are 1 centimeter, as opposed to connected units, such as a centimeter ruler.

Lady Bug Lengths

Use the ladybug beans to measure the length of each line. Under each line write about how many ladybug beans that you need.

Name______

Wooly Worm Lengths

Order your worms from shortest to longest. Color each worm to match the order.

Prediction

/ Actual

M-GLANCE 1st Grade Session 3 – Linear Measurement – Participant Packet

My Wooly Worm

M-GLANCE 1st Grade Session 3 – Linear Measurement – Participant Packet

Resources

The Dinosaur Who Lived in My Backyard, B.G. Hennessy (size)

Jim and the Beanstalk, Raymond Briggs

How Big Is a Foot?, Rolf Myller

Polly’s Pen Pal, Stuart Murphy (Metric measurement)

The Best Bug Parade, Stuart Murphy (Comparing size)

Inchworm and a Half, Elinor J. Pinczes (Fractions in measurement)

Inch by Inch, Leo Lionni (Linear measurement, inches)

A House for Birdie, Stuart Murphy (Lengths using vocabulary)

Super Saturday Sand Castles, Stuart Murphy (Measuring in non-standard)

Ladybug on the Move, Richard Fowler (Measuring in non-standard)

Measuring Penny, Loreen Leedy (Standard and non-standard measurement)

Racing Around, Stuart Murphy (Perimeter)

Bigger, Better, Best, Stuart Murphy (Area)