Lesson Title: Estimating & Choosing Units Unit: Measurement Subject: Math

Teacher: C.Ngai Date: Mar. 1 Grade Level: 2

Learning Outcomes:
General Outcomes
- Use direct or indirect measurement to solve problems.
Specific Outcomes:
- Relate the size of a unit of measure to the number of units (limited to non-standard units) used to
measure length and mass (weight). (SS2) [C,CN,PS,R]
- Compare and order objects by length, height, distance around and mass (weight) using non-standard
units, and make statements of comparison. (SS3) [C,CN,ME,R,V]
- Measure length to the nearest non-standard unit by:
● using multiple copies of a unit
● using a single copy of a unit (iteration process). (SS4) [C,ME,R,V]
- Demonstrate that changing the orientation of an object does not alter the measurements of its
attributes. (SS5)

Overview: Strands:
Curriculum Cluster 2: Measuring Length, Height, and Distance Around Shape & Space (Measurement)
- Estimate, measure & compare lengths, selecting appropriate
nonstandard units & relate size of unit used to number of units
needed.

Learning Objectives: Materials/Resources:

Students will be able to...
Choose appropriate non-standard units realizing that the number of Big Book
units needed changes with unit size & to estimate, measure & Math Makes Sense Workbook -
compare lengths p.113
Non-standard measurement unit
manipulatives (e.g. paperclips,
straws, snap cubes, string)

Introduction:
Describe game: starting at 1 end of room player can take 3 giant steps 2 bunny hops or 1 heel-to-toe. First
player to reach end of the room wins. Choose a couple volunteers to play. Ask: Why did yous start with
___movement?

Activities:
- Draw 2 marks about 20cm apart on the floor.
Ask: distance between marks length of someone’s bunny hop. About how many toothpicks would you use to
measure this length? Would a marker be a good unit choice? Would snap cubes or straws be better why?
How could estimating help you decide what unit to use?
Model how to use stable objects to mark the beginning or end of a step. Dmo how to use a straightedge to place
units in a straight line.
provide selection of units, straightedges & LM11
As students work on Lm 11 circulate to see how well they are grasping the concept.
Part 1: Estimating & Measuring
Compare the size of your step with that of 2 other students
Part 2: Order the measurements from smallest to biggest
Practice: Provide a selection og units. Student complete p. 113- can choose 3 objects from a selction teacher
provides. Eastimate & measure each object of their choice then do so again using another unit. Students must
use measurements to determine which object is the longest
As they work circulate and ask about their unit of choice. Why were measurements different when different units
were used?

Wrap-up/Closure: Clean up materials & manipulatives - hand in workbook

Evidence of Learning (Assessment): Adaptations/Differentiated

■ estimate length, using non-standard units Instruction:
■ select a non-standard unit for measuring a given length & explain Support
choice Demonstrate how partners can help
■ relate size of unit used to number of units needed to measure each other measure and cut strings
length to represent lengths. Allow children
to trace their shape onto craft paper
and then measure body lengths on
this outline.

Comments/Reflection: