1. Measure Length with Nonstandard Units Unit of Study: Measurement- Length Global Concept Guide: 2 of 3

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 Essential Question: How can you measure length using nonstandard units?  Fishy Lengths, a CPalms lesson, engages students in a real world problem solving task by determining if the fish are the appropriate length for the tank. f Fishy Lengths  Engage: The teacher sets the stage by displaying two “aquariums” and uses the scenario described in the teaching phase of the lesson plan.  Building Conceptual Knowledge/Guided Practice: Students use open problem solving skills explore nonstandard units of measure to choose fish that will fit in the aquarium.  Independent Practice: Apply measurement skills to measure different objects in the room.  Closure: Use exit ticket to assess student measurement skills. By the end of Day 1, students should be able to measure using a chosen nonstandard tool.

4. Day 2 Essential Question: How do you use a nonstandard measuring tool to measure length?  Engage: Remind students of their experience yesterday measuring fish for the aquarium. Ask students to share some of the difficulties they experienced? How can we simplify the measuring process?  Building Conceptual Knowledge: Provide students the bag of tools they used the day before. Ask them to work as a group to create a “tool” that could easily be used to measure several object. Have groups share their designs. Tell students that today they are going to build a tool using tiles. Use Items 4, 5 and 6 in the Investigate section of “Exploring Standard Units” as a guide to build rulers. Ask how this tool could be used to measure something in the room. Ask what would happen if we start in the middle? Discuss starting at a full unit of measure. Allow students exploration time with a partner to measure items and explain their answer. Partners can check their work and alternate roles.Exploring Standard Units  Keep rulers for future use. The performance task will be administered in the second half of this day. By the end of Day 2, student should be able to measure items using their nonstandard ruler.

5. 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.

6. Enrich/Reteach/Intervention  Core  Bear Path 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.

7. Literature for your Classroom Library