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  1. Measurement Unit
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Home > Student Teaching > Measurement Unit

Measurement Unit

Rationale

Context:  This unit plan was developed during the Spring semester, 2006 while I completed my student teaching, as a part of the ASU curriculum, at Hardin Park Elementary School.  In collaboration with my cooperating teacher, these lesson plans were designed and written to meet the needs of the third grade class I worked with.  Most of the lessons were originals developed by myself with supplemental worksheets and other activities to support learning and understanding.

Impact:  This document would be used to teach a unit on measurement, including length, weight, capacity, mass and temperature.  Students will participate in a variety of hands-on activities that involve measuring, documenting work and reflecting of various practices.  Students will participate in small group work, partner work, individual activities and whole group activities.  Through these lessons, students will gain a fundamental understanding for the various types of measurement and the different systems used.

Alignment:

  • NCDPI Standard 2, Indicator 2:  I have met this standard by providing evidence that I have a broad
 knowledge of geometry and measurement by modeling appropriate measurement systems in various settings (standard, nonstandard, and metric system) and in measuring length, perimeter, area, capacity, volume, weight, and temperature.</DIV>
  • NCDPI Standard 2, Indicator 4:  I have proven competency in this standard by teaching lessons that incorporate: proper questioning to obtain reliable measurements; organizing, collecting, analyzing and summarizing data in order to predict outcomes; and various methods of recording, reporting and representing data.
  • NCDPI Standard 7, Indicator 6:  I have met this standard by properly modifying my instructions, class work, and assessment to meet the needs of individual students. 
  • NCDPI Standard 7, Indicator 7:  I have shown competency in this standard by developing and using a variety of formal and informal assessment strategies as a part of instruction  and learning appropriate for assessing individual, peer, teams, and collaborating skills. 
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    File Attachments:
    1. Measurement Unit Measurement Unit

    Alignment

    • NCDPI Standard 9, Indicator 4:  I have met this standard by developing my instructions in a way that allows students to recognize and use connections among mathematical ideas.  Students also recognize that mathematical ideas interconnect and build on one another to produce a coherent whole.  My instructions also allowed students to recognize and use ideas and concepts outside of mathematics.
    • NCDPI Standard 9, Indicator 5:  This standard has been met through the use of lessons that allowed students to create representations to organize, record and communicate their mathematical ideas.  Students were able to use representations to model and interpret physical and mathematical data.
    • NCDPI Standard 15, Indicator 1:   I have met this standard by using a variety of teaching strategies and activities to encourage under represented groups to engage in mathematical activities and lessons.  Students were exposed to relevant, real-world examples that interest a diverse population. 

    For some great images of the some of the hands on lessons, please visit the following web page.
    Web Links:
    1. Images of Measurement Unit Activities Images of Measurement Unit Activities
    Author: Lisa Fowler
    Last modified: 5/5/2006 7:41 AM (EDT)