Introduction to Linear Measurement

1. Introduction to Linear Measurement Candice Connell, Janice Davison, Sheryl Moses, David Myers, & David Van Twistern University of Phoenix MAT532 – Curriculum Constructs and Assessment: Science and Mathematics Learning Team B James Paga (FAC) June 18, 2007

2. Table of Contents • Introduction • Applicable NCTM Standards • Lesson Objectives • Materials List • Instructional Activities • Exploratory Activity • Activity Follow-up • Adaptations forHearing, Visually, and PhysicallyImpaired • Extension Activity (Internet Based Interactive Measuring) • Assessment • Lesson Rubric • Teaching Strategies Justification • References

3. Introduction The lesson presented here is partially derived from the University of Phoenix custom e-Text, Elementary and Middle School Mathematics:Teaching Developmentally, pages 321 – 322. The lesson is designed for second grade students and focuses on linear measurement. NCTM Standards specify that, “students become familiar with the attributes of length, volume, area, and time” (University of Phoenix, Ed., 2004, p. 322). The instructional strategies employed are interactive open-ended questioning, direct instruction, didactic questioning, cooperative, experimental and exploratory learning.

4. Applicable NCTM Standards • NM-MEA.PK-2.1 • recognize the attributes of length, volume, weight, area, and time; • compare and order objects according to these attributes; • NM-MEA.PK-2.2 • use repetition of a single unit to measure something larger than the unit, for instance, measuring the length of a room with a single meter stick; • use tools to measure. (NCTM, 2007)

5. Lesson Objectives • Given a standard one foot ruler and instruction on the basic English system units of measure students will: • Demonstrate the ability to perform basic measures of length, width, and height by measuring objects and recording findings with 90% accuracy. • Demonstrate an understanding of size comparison by using appropriate phrases such as, “smaller than,” “taller than,” “longer than,” or “shorter than” during the oral presentation with 100% accuracy. • Demonstrate the concept of measurement units by correctly labeling measurements of objects using mixed units of measure (feet, inches, fractions of an inch) with 90% accuracy. • When necessary, students use repetition of a single unit to measure (ex., measuring the length of a room with a single meter stick) with 90% accuracy.

6. Materials List • (1) 12-inch ruler for each group • 1 yard stick to show class • 1 yard of Kraft paper for each group • Markers to draw measured objects • Pencils to record length of objects • Computers with internet access for extension activities • Written copy of lesson instructions for hearing impaired student(s) • Ruler with large, easy to read numbers for visually impaired student(s) • Worksheet with large font for visually impaired student(s)

7. Instructional Activities • Begin the lesson with interactive instruction using open-ended questions: • “What are some things you can use to measure the length of an object?” • “What are some objects you would like to know the length or width of? • “How might you measure your foot? How could you measure your hand?” • Using direct instruction and didactic questioning strategies, hold up a standard ruler and ask students what is the unit of length used on the ruler. • Continue with this thread of questioning, explaining about units of measure:   • the common fractions of an inch (1/4, 1/2, 3/4) • inches • 12 inches in a foot • 3 feet in a yard. 

8. Exploratory Activity • Give each student a standard ruler and assign them to groups of three. Be sure to explain to students that the item being measured should line up with the “0” on the ruler in order to be accurate. • Each team member will have a job: • measure the object, • draw the object, • and record the length. • Each group will find three different items in the room to measure. Be sure students understand once items are chosen, one student will draw a picture of the object, another student will use the ruler to measure, and the third student will write down the length in inches under the picture. • Instruct students to measure the length, width and height of the objects.

9. Exploratory Activity Continued • Ask students what they will do if they find an item larger than their ruler. • Through basic problem solving, help students understand the concept of combining rulers to measure larger items, or use one ruler in repetition to measure the large item.

10. Activity Follow-up • When the students have completed the activity, each group will share the results of one item measured during the activity.  • Discuss how the group measured items larger than their rulers (if necessary). • Explore social constructs by asking students how their groups completed the assignment. Did students take turns measuring objects and writing/drawing the information? Or, did each student pick one job for the duration of the activity?

11. Adaptations for Hearing Impaired • During instruction students will sit where their vision is unobstructed; they should always be able to see the teacher’s face. • The teacher will speak clearly and slowly so students can understand speech more easily. The teacher will speak in a tone which is loud enough for the students to hear easily. • During demonstrations, the teacher will allow students to hold the measuring implement. This will allow students to use other senses to assist in understanding the lesson. • The day before the lesson, the teacher will provide a written copy of the steps for the lesson so students have the opportunity to read through what is expected prior to the lesson. (University of Phoenix, Ed., 2005)

12. Adaptations for Visually Impaired • Students will sit near where they will perform the activity. • Students will use a ruler adapted with large, easy to read numbers and lines. • Students will be paired for the group activity with sighted students. • The teacher will meet with the students during the activity session to insure they understand the process. (University of Phoenix, Ed., 2005)

13. Adaptations for Physically Impaired • Physical barriers will be removed so students can move easily throughout the lesson. • Students will be provided an area for the duration of the lesson and activity to provide comfort and ease of movement. • Students will be encouraged to practice and handle the measuring implements prior to the lesson to get acquainted with them and necessary modifications will be made prior to the lesson.  • Students will be grouped with non-impaired students for the activity. • Students will be assisted with writing or manipulation of measuring tools, if needed. (University of Phoenix, Ed., 2005)

14. Extension Activities • If computers with internet access are available, students may participate in web based interactive activities. These extension activities can be used with every student or gifted and talented.Activities appropriate for the lesson presented are: • FunBrain.com - http://www.funbrain.com/measure/index.html • Apples4TheTeacher - http://www.apples4theteacher.com/measure.html

15. Assessment • During expository questioning, note accuracy of student responses. • During the group activity, document student(s) abilities to correctly measure objects found in the classroom. • Note: Ensure each student in the group is capable of measuring objects correctly. • Upon completion of the exercise, the teacher will validate the student’s abilities to correctly measure height, length, and width of objects.

16. Lesson Rubric

17. Instructional Strategies Justification • Interactive instruction is used to begin the lesson and open up a discussion on linear measurement. • The lesson is designed to be inquiry and process based, with a focus on personalized understanding of linear measurement. • Direct instruction is used to clearly communicate the basic terms of standard measurement. • Through cooperative learning, the lesson works on group activity social skills. • The activity includes three assignments to address diverse learning styles: • Tactile or kinesthetic learner: Measure an object using a ruler • Visual Learner: Draw a picture of the object • Aural and visual learner: Record the measurement

18. References NCTM. (2007). Measurement, Grades Pre-K - 2. Retrieved June 9, 2007 from http://www.education-world.com/standards/national/math/index.shtml and http://www.education-world.com/standards/national/math/measurement/pk_2.shtml University of Phoenix (Ed.). (2004). Elementary and Middle School Mathematics: Teaching Developmentally. [University of Phoenix Custom Edition e-Text]. Boston, MA: Published by Allyn and Bacon. University of Phoenix (Ed.). (2005). Teaching Science for All Children: An Inquiry Approach. [University of Phoenix Custom Edition e-Text], p. 87 - 89. Boston, MA: Published by Allyn and Bacon.