Reflection: Developing a Conceptual Understanding Measurement Strategies - Section 1: How Do We Measure?

This lesson helped to extend student understanding of measurement. When I held up all of the objects, the students recorded how they would measure them. When we shared these, almost every item was measured using a ruler or a tape measure. These are good tools, and students were choosing appropriate tools, but is there something beyond inches and centimeters?

When I held up the glass of water, the first student suggested getting a measuring cup and using that to measure the water. I asked if a measuring cup measured in inches. A few students said yes, but most said no. We looked at a measuring cup and found that it was marked in cups and in ounces.

The second student said we could use a thermometer to measure the water. I asked if we would be measuring in inches? Again 2 students said yes. I asked, when we say it is 65 outside do we say 65 inches warm? The students all laughed and said no we say 65 degrees. I told that they were right, we say 65 degrees so we are measuring in degrees.

By the time we were done with sharing our strategies, we had mentioned inches, centimeters, feet, degrees, ounces and cups. We had used a ruler, a tape measure, a measuring cup and a thermometer.

Students showed me that they were able to pick different tools and scales to measure different objects. Choosing and using the appropriate tool for the task is a Common Core expectation (MP5).

Is It Always Inches?
Developing a Conceptual Understanding: Is It Always Inches?

Measurement Strategies

Unit 18: Strategies That Work
Lesson 5 of 16

Big Idea: There is more to measurement than inches and centimeters. Can you measure a ball with a ruler or a cup of water with a yardstick?

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Standards:
Subject(s):
Math, Measurement, Measurement Tools, Number Sense and Operations, Operations , reasoning, volume, review, estimation
30 minutes

Beth McKenna

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