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Title: Easy Equivalent Measures
Description:
Easy Equivalent Measures is an exciting, engaging lesson that will make this unpopular, hard skill EASY for your students. We will use Input/Output charts to demonstrate our knowledge of equivalent measures. This lesson will support the needs of all your diverse learners.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1]
Subject: Mathematics (2  4)
Title: Easy Equivalent Measures
Description: Easy Equivalent Measures is an exciting, engaging lesson that will make this unpopular, hard skill EASY for your students. We will use Input/Output charts to demonstrate our knowledge of equivalent measures. This lesson will support the needs of all your diverse learners.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: Why do we need measurement tools?
Description:
This lesson will explore the need for standard measurement tools. It will engage the students and promote critical thinking and reasoning. This is a lead in lesson to conversions.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: Mathematics (K  2)
Title: Why do we need measurement tools?
Description: This lesson will explore the need for standard measurement tools. It will engage the students and promote critical thinking and reasoning. This is a lead in lesson to conversions.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: Are You Full of Hot Air?
Description:
This lesson will give students hands on experience collecting data, measuring circumference and recording data on a bar graph. Students will see how bar graphs can be applied to almost any activity where students are making a comparison. Students will recognize how easy it is to quickly analyze the comparison when data is placed on a bar graph.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [TC2] (35) 1: Use input and output devices of technology systems. [TC2] (35) 10: Use digital environments to collaborate and communicate. [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (3) 19: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters. [3MD4]
Subject: Mathematics (2  3), or Technology Education (3  5)
Title: Are You Full of Hot Air?
Description: This lesson will give students hands on experience collecting data, measuring circumference and recording data on a bar graph. Students will see how bar graphs can be applied to almost any activity where students are making a comparison. Students will recognize how easy it is to quickly analyze the comparison when data is placed on a bar graph.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Seeds: How They Grow
Description:
The students will be collecting, germinating and planting seeds to show the process of plant growth. The students will be recording the information in their science journal. In addition, the students will be observing the water cycle as the plants grow in the cups.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [ELA2013] (2) 34: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6] [S1] (2) 5: Identify the relationship of structure to function in plants, including roots, stems, leaves, and flowers. [S1] (2) 9: Describe evaporation, condensation, and precipitation in the water cycle. [S1] (3) 7: Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3] [MA2013] (2) 17: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2MD4]
Subject: English Language Arts (2), or Mathematics (K  2), or Science (2  3)
Title: Seeds: How They Grow
Description: The students will be collecting, germinating and planting seeds to show the process of plant growth. The students will be recording the information in their science journal. In addition, the students will be observing the water cycle as the plants grow in the cups.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Connecting With Coordinates
Description:
This lesson will allow students to practice plotting points on a grid. Students will have an opportunity to play a coordinate game. This lesson is handson and allows for cooperative learning.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 22: Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in wholenumber units. [2MD9] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Mathematics (K  2)
Title: Connecting With Coordinates
Description: This lesson will allow students to practice plotting points on a grid. Students will have an opportunity to play a coordinate game. This lesson is handson and allows for cooperative learning.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: The Horizons of Soil in My Backyard
Description:
Students will work in small groups to dig holes 1 meter deep. Students will work with measurements as they dig and measure. Students will observe the different types of soil and how the soil changes as they dig. Students will write and draw in their journals about the soil horizons. The need for soil as an important natural resource will be discussed. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.
Standard(s): [S1] (2) 7: Identify geological features as mountains, valleys, plains, deserts, lakes, rivers, and oceans. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3] [MA2013] (2) 17: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2MD4] [SS2010] LWT1 (1) 9: Differentiate between natural resources and humanmade products.
Subject: Mathematics (K  2), or Science (2), or Social Studies (1)
Title: The Horizons of Soil in My Backyard
Description: Students will work in small groups to dig holes 1 meter deep. Students will work with measurements as they dig and measure. Students will observe the different types of soil and how the soil changes as they dig. Students will write and draw in their journals about the soil horizons. The need for soil as an important natural resource will be discussed. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project, funded by the Malone Family Foundation.
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Title: Inch by Inch Learning Is a Cinch
Description:
This lesson uses an interdisciplinary approach involving literature, math, and writing. Using the book, Inch by Inch, by Leo Lionni students will explore the world of measurement. They will have the opportunity to practice measuring objects with inchworms like in the book. They will also have a chance to use creative thinking to write their own stories.
Standard(s): [ELA2013] (1) 30: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8] [ELA2013] (1) 11: Identify the main topic and retell key details of a text. [RI.1.2] [TC2] (02) 1: Identify basic parts of various technology systems. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 3: Demonstrate correct posture and finger placement while using a technology system. [TC2] (02) 4: Identify safe use of technology systems and applications. [TC2] (02) 5: Practice responsible use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [TC2] (02) 10: Design original works using digital tools. [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: English Language Arts (1), or Mathematics (1  2), or Technology Education (K  2)
Title: Inch by Inch Learning Is a Cinch
Description: This lesson uses an interdisciplinary approach involving literature, math, and writing. Using the book, Inch by Inch, by Leo Lionni students will explore the world of measurement. They will have the opportunity to practice measuring objects with inchworms like in the book. They will also have a chance to use creative thinking to write their own stories.
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Title: Hop on Pop and NonStandard measurement
Description:
This lesson is a handson, crosscurricular lesson for exploring nonstandard measurement. It utilizes children's literature, manipulatives, opportunities for writing, and small group collaborative learning. Students will meaningfully use vocabulary associated with measurement. This lesson could be used as part of a unit on the author, Dr. Seuss, or at any time during the school year in conjunction with the math program.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 17: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2MD4]
Subject: Mathematics (K  2)
Title: Hop on Pop and NonStandard measurement
Description: This lesson is a handson, crosscurricular lesson for exploring nonstandard measurement. It utilizes children's literature, manipulatives, opportunities for writing, and small group collaborative learning. Students will meaningfully use vocabulary associated with measurement. This lesson could be used as part of a unit on the author, Dr. Seuss, or at any time during the school year in conjunction with the math program.
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Title: Glorious Sunflowers
Description:
In this lesson students will identify, measure and graph seeds and other characteristics of sunflowers and write descriptive and narrative paragraphs about sunflowers.
Standard(s): [ELA2013] (2) 36: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2] [ELA2013] (2) 24: Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. [W.2.3] [ELA2013] (2) 9: By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.2.10] [ELA2013] (2) 7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. [RL.2.7] [ELA2013] (2) 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1] [MA2013] (3) 18: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. [3MD3] [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: English Language Arts (2), or Mathematics (K  3)
Title: Glorious Sunflowers
Description: In this lesson students will identify, measure and graph seeds and other characteristics of sunflowers and write descriptive and narrative paragraphs about sunflowers.
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Title: What do Plants Need?
Description:
In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.
Standard(s): [S1] (3) 7: Describe the life cycle of plants, including seed, seed germination, growth, and reproduction. [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 17: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. [2MD4] [MA2013] (2) 22: Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in wholenumber units. [2MD9] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Mathematics (K  3), or Science (3)
Title: What do Plants Need?
Description: In this lesson, students will understand that in order to grow healthy plants, soil, water, light, and air must be provided. Students will use math skills such as measurement and science process skills such as observation, comparing, and recording data.
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Title: The Length of My Feet
Description:
This lesson, one of a multipart unit from Illuminations, focuses students attention on the attributes of length and develops their knowledge of and skill in using nonstandard units of measurement. It provides practice with and remediation of the measurable attributes of length. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (1) 17: Tell and write time in hours and halfhours using analog and digital clocks. [1MD3] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Subject: Language Arts,Mathematics Title: The Length of My Feet
Description: This lesson, one of a multipart unit from Illuminations, focuses students attention on the attributes of length and develops their knowledge of and skill in using nonstandard units of measurement. It provides practice with and remediation of the measurable attributes of length. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: The Area of Things...
Description:
In this lesson, one of a multipart unit from Illuminations, students have opportunities to recognize and use the attributes of length and area using nonstandard units. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 22: Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in wholenumber units. [2MD9]
Subject: Language Arts,Mathematics Title: The Area of Things...
Description: In this lesson, one of a multipart unit from Illuminations, students have opportunities to recognize and use the attributes of length and area using nonstandard units. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Ladybug Lengths
Description:
This lesson, one of a multipart unit from Illuminations, captures students interests, provides an introduction to and practice with the measurable attributes of length, and assesses student knowledge. The experience focuses student attention on the attributes of length and gives students the opportunity to develop knowledge of and skills in using nonstandard units of measurement. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2]
Subject: Language Arts,Mathematics Title: Ladybug Lengths
Description: This lesson, one of a multipart unit from Illuminations, captures students interests, provides an introduction to and practice with the measurable attributes of length, and assesses student knowledge. The experience focuses student attention on the attributes of length and gives students the opportunity to develop knowledge of and skills in using nonstandard units of measurement. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Magnificent Measurement
Description:
In this sevenlesson unit, from Illuminations, students build skills required for understanding the attributes of measurement as well as the units, systems, and processes of measurement. Students use objects, pictures, symbols and books. They engage in measurement activities involving length, volume, weight, area and time. They practice measuring using standard and nonstandard units.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (3) 17: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^{3} and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of "times as much").) (See Appendix A, Table 2.) [3MD2]
Subject: Language Arts,Mathematics Title: Magnificent Measurement
Description: In this sevenlesson unit, from Illuminations, students build skills required for understanding the attributes of measurement as well as the units, systems, and processes of measurement. Students use objects, pictures, symbols and books. They engage in measurement activities involving length, volume, weight, area and time. They practice measuring using standard and nonstandard units. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Using the Number Line to Compare
Description:
In this lesson, one of a multipart unit from Illuminations, students determine differences using the number line to compare lengths. Because this model is based on linear measurement, it is a distinctly different representation from the models presented in the first two lessons of this unit. At the end of this lesson, children are encouraged to predict differences and answer puzzles involving subtraction.
Standard(s): [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2]
Subject: Mathematics Title: Using the Number Line to Compare
Description: In this lesson, one of a multipart unit from Illuminations, students determine differences using the number line to compare lengths. Because this model is based on linear measurement, it is a distinctly different representation from the models presented in the first two lessons of this unit. At the end of this lesson, children are encouraged to predict differences and answer puzzles involving subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Look at Those Leaves!
Description:
This Science NetLinks lesson has students observe, measure, and sort tree leaves. They examine leaves individually, in groups, and in relationship to the entire tree.
Standard(s): [S1] (0) 6: Compare size, shape, structure, and basic needs of living things. [S1] (0) 7: Classify objects using the five senses. [S1] (0) 9: Identify seasons of the year. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: Mathematics Title: Look at Those Leaves!
Description: This Science NetLinks lesson has students observe, measure, and sort tree leaves. They examine leaves individually, in groups, and in relationship to the entire tree. Thinkfinity Partner: Science NetLinks Grade Span: K,1,2
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Title: Keeping in Balance
Description:
In this lesson for grades 1 and 2, one of a multipart unit from Illuminations, students participate in activities in which they focus on patterns and relations that can be developed from the exploration of balance, mass, length of the mass arm, and the position of the fulcrum.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2]
Subject: Mathematics Title: Keeping in Balance
Description: In this lesson for grades 1 and 2, one of a multipart unit from Illuminations, students participate in activities in which they focus on patterns and relations that can be developed from the exploration of balance, mass, length of the mass arm, and the position of the fulcrum. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Measuring with Teacher's Foot
Description:
In this lesson, one of a multipart unit from Illuminations, students use nonstandard units to measure the distance between objects found in their classroom. They create a nonstandard unit by using an outline of the teacher s foot and cutting around it to use as a measurer. Students generate a list of four or five objects in the classroom from which they measure the distance to their workspace.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: Mathematics Title: Measuring with Teacher's Foot
Description: In this lesson, one of a multipart unit from Illuminations, students use nonstandard units to measure the distance between objects found in their classroom. They create a nonstandard unit by using an outline of the teacher s foot and cutting around it to use as a measurer. Students generate a list of four or five objects in the classroom from which they measure the distance to their workspace. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Measuring in Inches
Description:
This lesson teaches students to measure objects to the nearest inch using a ruler.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Measuring in Inches
http://www.lessonpla...
This lesson teaches students to measure objects to the nearest inch using a ruler.
Learning Activities
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Title: Measuring to the Nearest Inch
Description:
On this page you will find an example of a class activity for measuring to the nearest inch. Students practiced measuring yarn to the nearest inch using a ruler. They incorporated the measured yarn into pictures, labeling the length of each piece.
Standard(s): [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Measuring to the Nearest Inch
http://www.montgomer...
On this page you will find an example of a class activity for measuring to the nearest inch. Students practiced measuring yarn to the nearest inch using a ruler. They incorporated the measured yarn into pictures, labeling the length of each piece.
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Title: Inches and Feet
Description:
You will find a variety of information on this page related to customary and nonstandard units of measurement.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Inches and Feet
http://www.brainpopj...
You will find a variety of information on this page related to customary and nonstandard units of measurement.
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Title: A to Z: Measurement
Description:
This page provides a lot of measurement worksheets. Look for Measuring Lines (in) and Find Perimeter (in) or (cm).
Standard(s): [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (3) 22: Relate area to the operations of multiplication and addition. [3MD7] [MA2013] (3) 23: Solve realworld and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [3MD8] [MA2013] (4) 21: Apply the area and perimeter formulas for rectangles in realworld and mathematical problems. [4MD3]
A to Z: Measurement
http://www.atozteach...
This page provides a lot of measurement worksheets. Look for Measuring Lines (in) and Find Perimeter (in) or (cm).
Thinkfinity Informational Materials
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Title: Measurement Web Links
Description:
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to measurement. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
Standard(s): [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2]
Subject: Mathematics Title: Measurement Web Links
Description: This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to measurement. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12
Thinkfinity Learning Activities
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Title: Illuminations Activities
Description:
This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 13: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. [KNBT1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1OA2] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1]
Subject: Mathematics Title: Illuminations Activities
Description: This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

