How Big Is It?

First Grade Math

by Arlene Birt August 23, 2015

Your young scientists will have tons of fun visiting measurement stations and using tools to measure various
objects. They'll even be able to create posters at the end of the activity.

Learning Objectives

Students will be able to determine the purposes of different measuring tools and complete measurements using
those tools.

Materials and preparation Key terms

Objects for measuring (buttons, stickers, coins, measure

toothpicks, yarn, etc.) length
Rulers capacity
Scale weight
Thermometer temperature
Cup
Pint
Quart
Big pencil
Can of soda
Measuring cup
Picture of iceberg
Dictionary
Cards with measurement terms written on them
12" x 18" paper for posters
Rubric for assessment

Introduction (10 minutes)

Display a large box containing a big pencil, scale, thermometer, ruler, can of soda, measuring cup,
picture of iceberg, and a dictionary.
Direct the students to sort the objects in some way, guiding them as needed to sort the tools into a group
and the objects that could be measured into a group.
Review the units of measure and tools of measure.
Match the objects to the tools that would be used to measure them.
EL

Beginning

Label each of the objects and tools. Ask students to give you a thumbs up if they recognize any of the
measurement tools. Tell students to turn and talk to a partner to describe a place where they have seen
a measurement tool.
Provide a sentence frame: "The ____ could be used to measure ____."

Intermediate

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 Tell students to discuss which tools could be used to measure an object (e.g. a dictionary) with a partner.
Teach students that different tools measure different attributes. The scale measures with weight of the
dictionary, while the ruler measures the length and width of the dictionary. Model measuring the same
object using more than one tool.

Explicit Instruction/Teacher modeling (15 minutes)

Draw students' attention to the stations in the room, informing them that there are stations with objects
and tools.
They will select one object from each station and decide how to measure it.
They will determine what tool to use and what unit of measure to use.
Have them measure the object and record the measurement and unit on note paper, also noting the tool
that was used.
To make the poster, students will divide their papers into fourths, tracing over the fold lines.
They should use one section for each measurement.
Glue the object in a section and write its measurement and the unit of measure.
Write a sentence telling what was measured, what the measurement and unit are, and what tool was
used.
If the object cannot be glued on, it should be illustrated.
Students may start with any object. They will make a section for each question: "How long is this?" "How
heavy is this?" "How much will this hold?" and "What temperature is this?"
Display these questions on the board.
Model thinking about the questions.
Assign students to work in teacher-determined pairs, with each pair making a poster.
Hand out the rubrics and go over each point, giving any needed explanations.
EL

Beginning

Allow students to experiment freely with the tools. Review the steps to measure with a ruler. Only require
that they record the length of different objects on the paper. Provide sentence frames: "I measured a
____. It was ____ centimeters long."

Intermediate

Create an anchor chart titled "Measurement" and label three columns: Tool, What is Being Measured?,
and Unit Record key vocabulary on the chart. For example, write "Scale, Weight, Grams" in the
appropriate columns.
Provide sentence frames: "I measured a object with a tool. The object was value unit." Model measuring
items and writing sentences using the frames.

Guided Practice (10 minutes)

Hand out the poster paper and have the students fold it and trace the lines.
Encourage students to think about their learning and to work together nicely.
Direct students to begin moving about the room to the set-up stations.
EL

Beginning

Create an anchor chart titled, "Partner Work" and write the expectations for work time with sketches if
possible:
1. Use quiet voices
2. Take turns
3. Do your work
Tell students that you will look for students who follow these rules during the activity.
Model writing each question in a section, and provide a few examples before excusing students to

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 measure the objects.

Intermediate

Create a poster that includes the steps for the activity:

1. Choose an object
2. Measure the object using a tool
3. Write the measurement on the paper in the correct box

Independent working time (25 minutes)

Circulate the room, giving advice, monitoring, guiding, and helping as needed.
Take notes on student work.
Students will travel to the stations, choose the objects, attach or draw them on the poster, and write their
sentences.
EL

Beginning

Allow students to work with a partner who speaks the same home language (L1) or a supportive peer with
more developed English-language skills.
Assess students' ability to produce key vocabulary by asking questions such as, "Which measurement
tools is this?" and "What does it measure?"

Intermediate

Ask students to verbalize the steps to measure the objects using different tools.
Encourage students to justify their thinking. Ask how they know that their measurement is correct.

Related books and/or media

Find interactive books for each child’s level.

Differentiation

Enrichment: Have advanced students ask three adults how they use measurement in their jobs or day-
to-day lives. The students should take notes on the conversation and report on it in the conference at the
completion of the project.
Support: Show struggling students a large crayon and a broken crayon. Discuss which is longer and how
the crayons could be measured. Lead a short discussion about the posters, debriefing and taking
questions or comments. Also, consider having these students do three sections of the paper rather than
four.

Assessment (20 minutes)

Do formative assessment while the students are working. Circulate the room and observe the work.
Take notes on their knowledge and application of learning.
Note which tools and units of measure are being used and how the students are collaborating.
Check the posters, making sure all parts are completed, and fill out the rubric.
Conference with the pairs of students. Assess their verbal explanations of the process of measurement,
and finish the rubric.
Display the posters.
Add the notes and rubric to the children's files.
EL

Beginning

Assess that students are able to follow the rules to work collaboratively with a partner.

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 Observe that students are able to use the measurement tools to measure different objects. Check that
they are recording at least the lengths of different objects on the paper.

Intermediate

Prompt students to describe the steps to measure using the different tools. Check for understanding that
different tools measure different attributes, and that the same object can be measured using more than
one tool.

Review and closing (10 minutes)

Travel to the stations yourself, hold up objects, and ask what tool would be used for measuring each item.
Show the cards with the measurement terms and have the students match the terms and tools.
EL

Beginning

Tell students to give you a thumbs up if they measured the same object that you hold up. Ask them to
identify as many different tools as they can that could be used to measure the object.

Intermediate

Use gestures to help students remember key terms. For example, move hands away from one another to
show "length" and pantomime as if fanning yourself to show "temperature."

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