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Lesson Title: Non-Standard Measurement Hands- On Center
Grade: 1
Class/Subject: Math- ELA
Unit: Trees- Measurement
Lesson Duration: 15 minutes (repeated for small groups in centers)
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
B) Think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge
C) Identify and solve complex problems
D) Manage information: access, interpret, evaluate and use information effectively,
efficiently and ethically
E) Innovate: create, generate and apply new ideas or concepts
F) Create opportunities through play, imagination, refection, negotiation and competition,
with an entrepreneurial spirit
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
J) Identify and apply career and life skills through personal growth and well-being
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Math:
Use direct and indirect measurement to solve problems
ELA:
2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
Specific Learning Outcomes:
Math:
Demonstrate an understanding of measurements a process of comparing by:
Making statements of comparison
Filling, covering or matching
ELA:
2.4- Generate ideas
Write, represent and tell brief narratives about own ideas and experiences
OUTCOMES stated in learner friendly language
Students will:
● Make statements of comparison about the size of objects
● Students will fill or cover the size of an object with another object
● Students will write, represent, and tell about their ideas about measurement and their
experience with measurement.
ASSESSMENTS
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Pre-assessment (prior Formative: Summative (if applicable):
knowledge) (if applicable): The discussion after measuring
will be used as a formative
assessment. The students should
be using language like “longer,
shorter, taller” about the
measurements, and should be
able to identify whether their
estimation was too long or too
short.
LEARNING RESOURCES CONSULTED
Resource #1:
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
● Various different measuring materials, all found in the classroom
● Visiual journals
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LESSON PROCEDURE
Student Differentiation:
Differentiation not
anticipated as a need
during this lesson.
Introduction (time: 1 )
Hook/Attention Grabber:
Greet students at center, wait for attention. “1,2,3, eyes on me” if necessary
Transitioning from Hook to Body:
Have students gather their measuring tools and go to the thing they are measuring.
Body (time: 11 )
Learning Activity #1:
Do measurement as a group (students should count together), and return to visual journals.
Learning Activity #2:
Have a quick discussion about their findings in doing their measurement. Students should be
using language like “longer, shorter, taller”. Ask students about their findings in relation to their
estimates.
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Learning Activity #3:
Have students write a new sentence in their journal (ex. “The front entrance is 8 wooden
blocks long”). If there is time after, they may add to their drawing or make a new one.
Closure (time: 3 )
Feedback From Students on Learning:
Ask students to share what they have learned about measuring over the three measurement
lessons. Leading questions may be “what types of materials can be used to measure?” or
“why is it important for our thinking to estimate before finding the answer?” if students do not
have leading questions/statements of their own.
Transition To Next Lesson(s):
Have students tidy station and move to next station
Reflections on lesson:
