1. Chapter 19
Measurement
• Group Members
include
• Chris
• Megan
• Tasha
• Catherine
• Shannon
Let’s Talk About Measurement
Mrs. Burke's Measurement Rap
The Measurement Song
By The Rappin’ Math Teacher, Mrs. Burk
CHORUS
Let’s talk about measurement,
With our measure song.
Let’s talk about measurement,
Like how far, how wide, how long.
Let’s talk about measurement,
With our measure song.
Let’s talk about measurement,
C’mon everybody! Sing along!
Meter is to measure,
Like how far to get to the treasure.
Liter is for liquids,
Like how much does the bottle have in it?
Grams is for your groceries,
Whew! Man that bag is so heavy!
These units are the metric system.
Now I want everyone one to listen.
(Chorus)
Inches, feet, yards, and miles
are more units of measure.
I can do measurement, just
ask me it’s my pleasure.
Cups, pints, quarts, and
gallons are units of capacity.
Like in a container how much
liquid do you see?
Ounces, pounds, and tons are
units of mass.
Like the weight of your
groceries, oooh, my aching
back!
This song will help you with
measurement you see,
If you apply it to the work on
the EOG.
(Chorus)

2. Measurement
•In this chapter you will
learn about teaching
students to develop a
conceptual
understanding of the
measurement process
and the tools that are
used to do so.
Chapter 19
Topics we cover will be about nonstandard and standard units of measurement,
estimation in measurement which will be helpful when looking at benchmarks
and how students develop measurement ideas and formulas. P.369

3. Measurement
1.Measurement involved a comparison of an attribute of an item or situation with a unit that
has the same attribute. Lengths are compared to units of length, areas to units of area, time to
units of time and so on.
2.Meaningful measurement and estimation of measurements depend on a personal familiarity
with the unit of measure being used.
3.Estimation of measures and the development of benchmarks for frequently used units of
measure help students increase their familiarity with units, preventing errors and aiding in the
meaningful use of measurement.
4.Measurement instruments are devices that replace the need for actual measurement units. It
is important o understand how measurement instruments work.
5.Area and volume formulas provide a method of measuring these attributes by using only
measure of length.
6.Area, perimeter, and volume are related. For example, as the shapes of regions or three-
dimensional objects change while maintaining the same areas or volumes, there is a
predictable effect on the perimeters and surface areas.
6 Big Ideas

4. Measurement
•Length
•Applet
•Area
•Applet
•Weight
•Time
•Angles
•Applet
We have split chapter 19
up into 5 main attributes of
study; length, area, weight
& volume, time and angles.
We chose the approach of
using the topics of study
we will have in the
classroom to teach about
the
6 Big Ideas of the chapter.
Table of Contents
Click to learn about what
you are interested in! Extension Lesson PowerPoint

5. Length
Length:
•Is usually the first form
of
measurement students use.
•It can be taught at the pre-k
level
•It is important for students to
compare the lengths of things
when first learning about
length

6. Length
•This can be an introductory
lesson for pre-k students
•Have students work at
stations with different objects.
•Students can sort the objects
by length, from shortest to
longest or longest to shortest.
Activity 19.1
Longer, Shorter, Same

7. Have students get creative
•Students can use all
different objects to
measure with such as,
•Feet
•Rope
•Paper clips
•Pencils
•Just about any object found
in the classroom
Length
•K.3.2 Compare, sort, and order objects according to measurable (e.g., longest to shortest, lightest to
heaviest) and non-measurable (e.g., color, texture) attributes.

8. How to Teach to Estimate
•Students need to be
comfortable guessing the length
of various objects.
•Students can use their unit of
measurement, whether it’s a
ruler or a shoe to guess the
length of classroom objects.
•Possible Questions:
•How many shoes long is a desk?
•How many hand prints long is the
room?
How many paper clips long is this piece of paper?
Length

9. Activity 19.6
Changing units
1. Have students use a unit of
measurement such as a pencil to
measure an object.
2. Then give students a new unit that
is twice as long or half as long to
measure with.
3. The students will then guess how
many of their new unit of
measurement it will take to get the
length of that same object.
4. Have a class discussion on their
estimation
Length

10. Fractions in length
•Depending on age students will handle
measurements that aren't whole numbers
differently.
•For younger students, they may need to
switch to a smaller unit of measurement to
fill in the gap. Such as, the table is four
books long and one eraser
•For older students,
they may use fractions.
•They are able to conceptualize four
feet and 6 inches, as four and a half
feet.
•The understanding of fractions
helps students understand the markings
on a ruler
Length

11. The Jump to Standard Units
Activity 19.7
•Make your own ruler
•Ask students to glue cut
out paper
squares to create
their own ruler.
•They then use their ruler and
measure items listed by the
teacher
•The class can then have a
discussion on how their rulers
gave them all the same answer
•This helps students make the
connection as to why we have
standard units of measurement
Length

12. Extension of Activity 19.7
•Using the rulers, have
students mark individual
squares from 1-12
•This will help students use
standard rulers
•By counting the squares and
not the ruler lines, students will
learn to correctly measure
using a ruler.
•An effective way to introduce
students to counting squares
is to measure items shorter
then the
ruler.
1 2 3 4 5 6 7 8
Length
For more examples on Length visit hereTable of Contents

13. Area
Comparison activities
• Important to distinguish
between size, shape, length,
other dimensions
• Must develop a sense of the
conservation of area.
• Activities where the area of
the same shape is
rearranged into different
shapes are recommended
• Tangrams are an easy way
to demonstrate this while
providing an interactive
activity for the children.

14. Area
Units of Area
• Important for students to develop the
idea of the units that represent area.
• Students can start with non-
traditional counters such as beans. It
is not so important that the entire
shape be covered as it is that
students understand the concept of
units.
• When students have a firm
understanding of the units, they can
graduate to tiles or to pieces of paper
that are cut to a specific size. This
helps students understand the
concepts of square area.
• Use of grids and arrays helpful and
will lead to integration of
multiplication, perimeter, and area.

15. Area
Area/perimeter relationships
• This can be confusing since it is
two different measurement
measuring the same object. It is
important for the separation of
attributes to be clearly delineated.
• While it is important to separate
the two as concepts, it is equally
important to integrate the two as
being interrelated and influencing
each other.
• Using arrays and grid paper to
work back and forth between
perimeter and area can be very
effective when correlating the two
concepts.

16. Volume and Capacity
Capacity: Measures amount a 3-D object
would hold.
Volume: Measures capacity but can also
refer to solid objects.
• Should start with activities that develop a
sense of conservation of capacity.
• Students can use non-traditional
measuring units (beans, etc.) to measure
the capacity of various shapes.
• Shapes with the same capacity but
drastically different shapes will help
children build the concept that different
shapes can have the same capacity.
• Using shapes with different surface areas
but the same capacity help students
realize that surface area does not dictate
capacity.

17. Volume and Capacity
Units of Volume
• Can use cubes of a given
size. Useful to start with
non-traditional units, the
cubes can segue into
standard cubic units.
Containers
• Containers that can be filled and
emptied repeatedly allow for
greater use in exploration.
• Non-square containers give
students a sense of conservation of
capacity as well as the relationship
between surface area and volume.
• Solid shapes can be introduced
when concepts of capacity are
cemented and students have
begun measuring surface area to
help with volume.
For more examples on Area &
Perimeter, Volume & Capacity
visit here
Table of Contents

18. Weight & Mass
•Weight is
•A measure of the pull or force of
gravity on an object
•Mass is
•the amount of matter in an object and
a measure of the force needed to
accelerate it
•For our purposes, weight and mass
are interchangeable

19. Comparison Activities
•Conceptual:
•Holding an object in each hand and
identifying which is heavier.
•Two types of scales-
•Balances (weight) and Spring
Scales(mass)
•Tasks like estimating, sorting and
ordering objects are helpful and
possible when using scales to teach
weight and mass.
Weight & Mass
How To Teach Weight &
Mass:

20. Units of Weight or Mass
•Objects of the same mass can be
used as weight units.
•Light Objects:
•Paperclips, blocks, cubes
•Heavier Objects:
•Metal Washers
•Standard weights used to
measure the weight of heavier
things
•Kilogram or more
Weight & Mass

21. What would this look like?
Activities to do with your
students when learning concepts of
weight & mass.
1.Have children place objects, of differing
weights and ask them to decide which is
heavier or lighter.
2.Have children place different weights in
the pans of a balance scale to have them
“see” the difference.
3.Have children put different objects on the
spring scale and watch the weight
pull/push down on the spring.
4.Prior to all activities, have them estimate
the objects weight or sort the items by size
(weight)
Weight & Mass
For more examples on Weight & Mass visit here
Table of Contents

22. Time...is a virtue

Although time can
not be seen nor held,
the concept comes
with daily life. It is
taught through...
− Duration
− Clock Reading
− Elapsed Time

Time is not your typical measurement attribute, but it is
important to address.
Time...is a virtue
*All attributes of time can and should be
introduced in early elementary. In the NCTM
standards duration and clock reading are a
requirement in 1st
and 2nd
grade, and elapsed time
in 3rd
grade. *

23. Time
 Duration: length of
an event from its
beginning to its end.
− Non-Standard units: ex.
The steady drip of water
into an empty container.
The level of water is
marked at the end of a
period. Once the
container is emptied and
used to time a second
duration, the two
markings can be
compared.
As with all mathematical attributes, they should make comparisons of
events that have different durations, that are applicable to their lives.

24. How to Teach Duration
1.Take note of short and
long events during the
day.
2.Timing small events. (no
longer than 2 minutes.)
Duration isn't an easy attribute to assign
specific strategies for teaching. The best
way is to practice everyday. A good
foundation for learning duration would be
to know about seconds, minutes, and
hours to be able to have a concept of
how long these units are.
Time
Simple activities that help to teach
duration:

Stacking ten blocks one at a time and
then removing them one at a time

Printing the alphabet

Walking slowly around a designated path

Making a bar of 15 connecting cubes

25. Time
 Clock Reading: the
most common
instrument for
measuring time.
− To read a clock is based
on the knowledge that
there are 60 minutes in
an hour. What happens
after the #:59?

26. Time
1. Being with one-handed clock.
2. Discuss what happens to the big
hand as the little hand foes from
one hour to the next.
3. Use two real clocks, one with only
an hour hand and one with two
hands.
4. Teach time after the house in 5-
minute intervals.
5. Predict the reading on a digital
clock when shown an analog
clock, and vice versa; set an
analog clock when shown a digital
clock.
How to Teach Clock Reading
Activity 19.18
One-Handed Clocks
Prepare a page of clock faces. On each clock
draw an hour hand. Include placements that are
approximately a quarter past the hour, a quarter
till the hour, half past the hour. For each clock
face, the students' task is to write the digital time
and draw a minute hand on the clock where they
think it would be.

27. Time
 Elapsed Time:
figuring the time from
a point in time to
another.
− This is a mental
process of counting for
multiples of 5 minutes.

28. Time
1.Counting in intervals
(normally of 5.)
2.Find a beginning and
an end time.
•
Proposing a singular
method or algorithm is not
helpful for students.
Time
How to Teach Elapsed Time
Simple Activity to Help Teach Elapsed
Time:
•
Use a time line to keep track of time
a) School began late today at
10:45 A.M. If you get out at
3:30, how much time will you be
in school today?
Four hours from 11 to 3. Then 15 minutes in front and 30
minutes at the end—45 minutes. Three hours 45 minutes
in all.
11 12 noon 3
10:45 3:30
For more examples on Time visit here
Table of Contents

29. Angles, Angles, Angles
• Challenged for two
reasons:
• The attribute of angle size
is often misunderstood
• Protractors are introduced
and used without
understanding how they
really work

30. Angles
• What makes an angle you
may ask?
• Two rays that are infinite in
length with a common vertex
• And what does that mean?
• Two rays are just two
different lines, infinite means
they can be any length, and a
common vertex means they
have to meet at one point to
form that angle
Difference in their size is
how widely or narrowly the
two rays are spread apart

31. Angles
• As soon as students can
tell the difference
between a large angle
and a small angle they
are ready for measuring
them.
WE GOT
IT!
Large Angle
Small Angle

32. Angles
• Protractors: (why so confusing)
• Are good tools to use to measure
angles but because they aren’t taught
how to use very well some kids
struggle learning how to use them
properly.
• Students need an approximate mental
image of angle size
• Can be done using two paper plates,
one of color and one white, and see
different sizes of angles
• When students have a strong grasp of
the approximate size of angles, that will
present them with the background they
need to move to using and
understanding a protractor

33. Angles
Activities to do:
1. Show students pictures of art and have
them find the angles.
- This website lets the students look at
different views of angles and then they
get to identify what the object really is
http://kids.nationalgeographic.com/Games/P
uzzlesQuizzes/Whatintheworldangles
2. Memory matching game with the words of
angles on them the kids can learn
http://www.vectorkids.com/vkgeomatchi
ng.htm
For more examples on Angles visit here
Table of Contents

34. Measurement
• Ratio of an igloo’s
circumference to its
diameter: Eskimo Pi
• 365.25 day of drinking
low-calorie beer
because its less filling: 1
lite year
• Shortest distance
between two jokes: A
straight line
• 1000 grams of wet
socks: 1 literhosen
Fun Non-Standard Units of Measurement
•½ a lavatory: 1 demijohn
•1 kilogram of falling figs: 1
Fid Newton
•8 nickels: 2 paradigms
Table of Contents

35. Follow Up Reflections
1. What it means to measure something. Does your
explanation work equally well for length, area,
weight, volume and time?
2. What are some of the reasons why we offer non-
standard and standard units to our students? What
are the benefits of each?
3. Do you think that we should teach specific
formulas first for finding the area and perimeter of
squares and rectangles? What are the benefits
and what are the drawbacks?
Take a few moments to ponder…
Table of Contents