To approach this standard, I chose to give students a real life scenario to engage with-designers measure to create plans. This makes the the learning relevant and rigorous. Students have to measure the real life lengths without any gaps, measuring from end to end (1MD2), which explicitly connects to the standards, but they do so in a way that is realistic! This lesson also lends itself to attend to precision (MP6)-students must be incredibly careful as they measure. This means they go back and check their measurements to make sure they accurately measured from end to end and they didn't leave any gaps.
We have been measuring fish all week. Today we are going to switch to measuring some other objects. When people design classrooms, they have to measure different objects within the classroom to make sure everything will fit. We are going to be classroom interior designers today and measure different objects in our room.
We measure all the time in real life. When your mom sees if you have a fever, she is measuring how hot or cold you are. When you check the clock, you are measuring how many minutes something takes. Fishermen have to measure fish to determine if they are a keeper or not. When we measure how long something is, we are measuring length
Your thinking job today is: How can we measure different objects in our classroom?
Present problem: We are designing a classroom and we need to put a carpet in it. How long is our carpet?
The students will sit around the rug so we can measure it. While we are measuring, we will stop at a few points to discuss some of the guiding questions below.
Guiding Questions during measurement experience:
After we finish measuring the rug, I’ll have students partner talk to discuss how we did it.
Partner talk: How long is our rug? How did we figure it out?
Now that we have finished measuring the rug, we need to measure other objects that will have to go in our classroom design plan.
I’ll bring students back to the rug. I’ll have one pair of students model how they measured the top of their desks.
Partner talk: Did they get the same number as you and your partner? If not, why not?
We will quickly make a classroom design plan. On each object, we will label its length. I’ll model drawing them different sizes to reflect how they compare to each other.
Representation is a big part of the Common Core (CCSS.Math.Practice.MP4 Model with mathematics). We want students to be able to represent lengths relationally to prep them for more difficult mathematical modeling later.
Group A: Intervention
Students measure classroom objects with a partner to “check” how they measured it.
Sentence stem to promote collaboration: You made a mistake. You need to __________ instead. Try it again.
Group B: Right on track!
Students measure classroom objects and check off each object. Then students draw the objects with their measurements on their classroom design plans.
Group C: Extension
Students measure each object and write down the measurements. They have a shorter list of objects to measure. Students then determine: How long would 3 desks be if I put them together?
See video of students at work (Measuring the Room) and listen in to 2 students using number sense to predict the length of a ribbon. This is a great example of a way to link measurement to the NBT standards.
Partner talk: Share your classroom design. How long was each object?
Draw a classroom design plan together as a class. I'll draw it on chart paper. This is a great opportunity for students to think about representing what they did relationally as a class. For example, the desk needs to be shorter than the carpet in our drawings because it was in our measurements.
To reinforce great representing habits, students label each item with its correct length.