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Lesson Title: Non-Standard Measuring

Grade: 1
Class/Subject: Math
Unit: Trees
Lesson Duration: 45 minutes

Lesson Goals: Have a constructive closure to my lesson.

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies
Outcomes (a to j from M.O.):
A) Know how to learn: to gain knowledge, understanding or skills through experience,
study, and interaction with others
D) Manage information: access, interpret, evaluate and use information effectively,
efficiently, and ethically
E) Innovate: create, generate and apply new ideas or concepts
G) Apply multiple literacies: reading, writing, mathematics, technology, languages, media,
and personal finance
H) Demonstrate good communication skills and the ability to work cooperatively with
others
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Math: Shape and Space
Use direct and indirect measurement to solve problems
Specific Learning Outcomes:
Demonstrate an understanding of measurement as a process of comparing by:
 Identifying attributes that can be compared
 Making statements of comparison
OUTCOMES stated in learner friendly language
Students will:
● Identify different objects that could be used to measure and compare
● Be able to state comparisons of measurement (“The table top is longer than my
reading basket”)
ASSESSMENTS
Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if applicable): After I give an example, the The worksheet will serve as a
The first discussion will be students will have a chance to summative assessment.
used as a pre-assessment. work on some examples with me Although there will be no
and that will provide me an “correct” answers on the
understanding of how much the worksheet, it will be obvious
students understand about that if their measurement of a
measurement. If understanding book is larger than their
of measurement seems low, I measurement of the reading
will do more examples and we cube, they may not fully
will do more examples together. understand.

LEARNING RESOURCES CONSULTED

Resource #1:
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Resource #2:
Resource #3:

MATERIALS AND EQUIPMENT

● Cubes
● Paper Clips
● Worksheets
●

LESSON PROCEDURE
Student Differentiation:
Differentiation is not
anticipated for this lesson.
However, students will
work in partners in
anticipation of
collaboration being key to
learning a relatively new
concept. Help in the form
of guiding questions will
be provided to students as
needed.
Introduction (time: )

Hook/Attention Grabber:
“1,2,3, eyes on me”

Transitioning from Hook to Body:

Ask students to think about when they measured a tree using string at Police Point Park as
they move to the carpet. Once they are on the carpet, ask them to share that memory and
what they learned from it with someone close to them. Ask a few students to share with the
class.

Body (time: )

Learning Activity #1:

Discussion with students about measurement. Begin by asking them how we could tell if our
classroom is Mrs Plante’s room or Mrs Kruger’s room. They will do a pair and share, and then
I will pick a few to share aloud. Hopefully both measurement and different examples of
measurement will be brought up. I will then ask them to discuss ways that they or their
parents have measured things, and reasons why you might measure something and share
this. At the end of this discussion I will share that there is a variety of ways that we can
measure things.

Learning Activity #2:

I will demonstrate measuring two different books for the class with cubes. I will explicitly state
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“This book is longer than this book, I know because it took more cubes to cover it than the
other one”. I will then do another similar demonstration with the paper clips and different
books, and then ask the students to pair and share about which book they think is longer and
why. I will select one student to share with the class and then ask the other students to say
whether they agree or disagree. This is my formative assessment. Based on their
understanding at this point, I may do more examples for them.

Learning Activity #3:

Students will work in partners to measure different items around the classroom using both
cubes and paperclips, and record this information onto their worksheets. During this time, I will
circulate the classroom to provide help as needed.

Closure (time: )

Feedback From Students on Learning:

Have students gather on carpet to do a sharing circle about the items that they measured.
They will be encouraged to use language like “we found the _____ is longer/shorter than
____, and we know this because________”

Transition To Next Lesson(s):

Ensure materials are put away and classroom is tidy
Reflections on lesson: