Measurement Centers Date February 8th

GLO Use direct and indirect measurement to solve problems

SLO 2. Relate the size of a unit of measure to the number of units (limited to
nonstandard units) used to measure length and mass (weight). [C, CN, ME, R,
V]
3. Compare and order objects by length, height, distance around and mass
(weight), using nonstandard units, and make statements of comparison. [C, CN,
ME, R, V]
4. Measure length to the nearest nonstandard unit by:
• using multiple copies of a unit
• using a single copy of a unit (iteration process). [C, ME, R, V]
5. Demonstrate that changing the orientation of an object does not alter the
measurements of its attributes. [C, R, V]
Objectives Students will be able to:
- Measure the length, height, and around an object using 1 manipulative or
multiple manipulatives
Assessment - Observations in groups
- Class discussion
Materials - 10 rods
- 1’s blocks
- paper clips
- unfix cubes
- Dice
- Counters
- Books
- Big blocks
- Pencil cases
- Monsters laminated
- Tape
Intro Time
Ties to last lesson:
- Have students remind you / show you what is 10 cubes long.
- As they show you recognize that they are lining up the end

Review rules and demonstrate 10

1. Reminder of definition or height, length, and perimeter Minutes
2. Same size object
3. Start at the edge
4. No overlapping
5. Demonstrate examples doing each of these wrong
6. Have someone come up and show you how to do it properly

Go over groups and centers

 Body

Groups Homogeneous: 1 Strongest 6 needs most assistance

This will allow for the strong students to be challenged the students that need more
assistance and practice to receive that before they are assessed.
10
Centre Activity Manipulative Directions Minutes
1 Monsters Cubes, 100 cubes Measure the laminated Per
monsters. station
Miss. Millard must see at X6
least one measurement to
assess.
2 Big Blocks Unifix blocks Measure the perimeter of the
blocks which is largest? What
is the largest shape you could
make?
3 Books Dice, counters Measure the perimeter of the
books? Which book is the
smallest, largest, medium?
4 Tape Markers, Ten rods What is the shortest distance.
All start and end at the same
spot go different routs. If
these were roads which one
would get you there faster?
5 Door Markers, tens rods Mark each students height on
the door. You will have to
 take turns and work together.
Remember that you must use
ticks.
Needed something for the
students to do well they
waited their turn.
6 Pencil Case Beads, Teddy bears, Measure different items in
Paper your pencil case. Who has the
largest item? How do you
know?
This centre needed more
structure perhaps next time
giving them one pencil case to
use.
Conclusion
Group Discussion:
- Why do you think I gave you the manipulatives at each station? I selected 15
them purposefully. Why didn’t I give you markers for the pencil case? minutes
- How can you tell if something is the biggest, smallest or in the middle?
- What was the largest block, largest book, largest tape? (same or smallest if
time)
- Did you discover that I measured anyone’s height wrong? How can you
know for certain?

Centre 2 Centre 3
 Centre 4 Centre 5

Assessment checklist: