Here is one of the lessons that we will be using in the classroom
that aligns with the book, Measuring Penny.
that aligns with the book, Measuring Penny.
Lesson Title: Let’s Measure!
Grade Level: 3rd grade
Assessment:
After reading Measuring Penny, modeling how to measure with a ruler, the teacher will ask the students to measure at their tables with a ruler with the items at their desk. Teacher will use a checklist to determine whether student work matches what was taught in class.
Alignment:
PA Standards
P2.3.3.B: Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determined the measurement to a specified level of accuracy.
2.3.3.D: Identify equivalent measurements within the same system.
Vocabulary:
Length
Centimeters
Inches
Width
Height
Objectives:
Students will accurately be able to measure with a ruler in inches and centimeters
Students will answer questions about the difference in lengths correctly.
Students will explain how they arrived at their answers, further demonstrating their understanding of the concept.
Essential Questions:
How do we measure something with standard units?
How do we measure with different units?
Duration: 25 minutes
Materials:
Book: Measuring Penny by Loreen Leedy
Rulers (all classmates)
Piece of blank paper (all classmate)
Measuring worksheet
Bucket for each table with: #2 pencil, a Hershey bar & a book.
Exit slip worksheet
Suggested Instructional Strategies:
Modeling
Scaffolding
Metacognition
Active Engagement
Instructional Procedure:
Before:
1. Tell the students that today we are going to be measuring with rulers!
2. Read the book Measuring Penny to the class.
During:
1. Give all of the students a ruler, piece of blank paper as well as a bucket filled with materials that they will be measuring.
2. Have all of the students take the piece of paper and fold it into thirds. The first column, they write the three items from the bucket: the #2 pencil, a Hershey chocolate bar, and a book. The second column on the top write inches. The third column on the top write centimeters.
3. Model how to measure an item (#2 pencil) with a ruler on the overhead in inches.
4. Instruct everyone to then follow what you did by measuring with their rulers that they have on their desk for the 3 items that they have in the bucket. (4 minutes)
5. Then, bring the class back together. Model to the students to then how to measure the same items but this time using the opposite side of the ruler in centimeters.
6. Instruct students to then measure those same items in centimeters. ( 4 minutes)
7. Then, bring the class back together to go over the results that they found.
8. Ask for volunteers to come up to the overheard to show how they got the answer that they did for inches and for centimeters.
9. Once everyone's chart has been filled out with the correct answers, instruct the students to then as a table discuss
what object is the shortest and longest due to the data that they found. (3 minutes)
10. Ask for volunteers to answer the questions and provide an explanation.
After:
1. Distribute exit slips to students and instruct students to work individually with their rulers to measure the figures that are on the worksheet.
2. Check students’ work using a checklist to determine whether they have met the criteria for measuring with a ruler.
Accommodations and Adaptations:
1. Large paper rulers and worksheets will be provided for students who might have visual impairments.
2. Students who have difficulties will be able to work with partners.
3. Students that have food allergies, have a paper version of the Hershey bar.
Grade Level: 3rd grade
Assessment:
After reading Measuring Penny, modeling how to measure with a ruler, the teacher will ask the students to measure at their tables with a ruler with the items at their desk. Teacher will use a checklist to determine whether student work matches what was taught in class.
Alignment:
PA Standards
P2.3.3.B: Identify a measurable characteristic of an object, select an appropriate standard or non-standard unit of measure and tool, and determined the measurement to a specified level of accuracy.
2.3.3.D: Identify equivalent measurements within the same system.
Vocabulary:
Length
Centimeters
Inches
Width
Height
Objectives:
Students will accurately be able to measure with a ruler in inches and centimeters
Students will answer questions about the difference in lengths correctly.
Students will explain how they arrived at their answers, further demonstrating their understanding of the concept.
Essential Questions:
How do we measure something with standard units?
How do we measure with different units?
Duration: 25 minutes
Materials:
Book: Measuring Penny by Loreen Leedy
Rulers (all classmates)
Piece of blank paper (all classmate)
Measuring worksheet
Bucket for each table with: #2 pencil, a Hershey bar & a book.
Exit slip worksheet
Suggested Instructional Strategies:
Modeling
Scaffolding
Metacognition
Active Engagement
Instructional Procedure:
Before:
1. Tell the students that today we are going to be measuring with rulers!
2. Read the book Measuring Penny to the class.
During:
1. Give all of the students a ruler, piece of blank paper as well as a bucket filled with materials that they will be measuring.
2. Have all of the students take the piece of paper and fold it into thirds. The first column, they write the three items from the bucket: the #2 pencil, a Hershey chocolate bar, and a book. The second column on the top write inches. The third column on the top write centimeters.
3. Model how to measure an item (#2 pencil) with a ruler on the overhead in inches.
4. Instruct everyone to then follow what you did by measuring with their rulers that they have on their desk for the 3 items that they have in the bucket. (4 minutes)
5. Then, bring the class back together. Model to the students to then how to measure the same items but this time using the opposite side of the ruler in centimeters.
6. Instruct students to then measure those same items in centimeters. ( 4 minutes)
7. Then, bring the class back together to go over the results that they found.
8. Ask for volunteers to come up to the overheard to show how they got the answer that they did for inches and for centimeters.
9. Once everyone's chart has been filled out with the correct answers, instruct the students to then as a table discuss
what object is the shortest and longest due to the data that they found. (3 minutes)
10. Ask for volunteers to answer the questions and provide an explanation.
After:
1. Distribute exit slips to students and instruct students to work individually with their rulers to measure the figures that are on the worksheet.
2. Check students’ work using a checklist to determine whether they have met the criteria for measuring with a ruler.
Accommodations and Adaptations:
1. Large paper rulers and worksheets will be provided for students who might have visual impairments.
2. Students who have difficulties will be able to work with partners.
3. Students that have food allergies, have a paper version of the Hershey bar.