Content Standard: F. Measurement
Students will understand and demonstrate measurement skills.
Common Assessment(s) Lad Task, Nine Cents

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Estimate and measure length, time, temperature, weight, and capacity.	Identify quantities using measurement devices: Length and width inches feet yard centimeter meter Time minutes hour half hour quarter hour minute hand hour hand digital Temperature Fahrenheit Centigrade Weight ounces pounds gram kilogram Capacity ounce gallon quart cup pint			Students take turns filling a container with water from a cup, pint, or quart measure. They mark and compare amounts. Resources: Addison Wesley, 1995, Chap. 11, Lesson 3. p343-344, Exploring cups, pints, and quarts Macmillan/McGraw 1995 Measuring temperature Looking at the thermometer write down the temperature Houghton Mifflin 1995, 119, How Much Time Does It Take Houghton Mifflin 1995, Activity 41, Activity 15	# Lad Task Measurement Bundle # Students will be given a paper cup. They will measure the height and make a mark on the paper cup two inches down from the top. Then they will record these two measurements. Next they will put water in the cup and place the cup in a freezer or outdoors if it is Winter. The student will record the time it was put in freezer. They will also estimate how much water they put in and record the amount. The student needs to check the cup in 30 minutes/half an hour intervals and record any changes. When the water has changed to a solid, the student will take the cup from the refrigerator or outdoors. and will record that time. He/she will record his/her estimation and measurement of how far the solid is from the top of the cup. Then he/she will let it melt. After it is melted the student will estimate and record how much water is in the cup. Then he/she will use standard measures (cups, half cups, tablespoons etc.) to identify and record the amount of water . This could be done in reverse by starting with an ice cube and measuring it and estimating the volume (height and capacity) it will take up in the cup as it melts. Resources: Houghton Mifflin 1995, A sunshine Saturday, student book p111. Looking at chart of times, write or tell answers to questions related to chart. Toothpick Unit Imagine there are 10 toothpicks laid out end to end. Estimate and mark how far they would reach. Do activity and compare to estimate.(see green handbook) Block Unit Pick object, estimate weight in blocks, paper clips, or coins.(see green folder) Macmillian Problem of the Day, Chap 5. Lesson 13 Students will be given a starting temperature at a specific time in the day. If the temperature increases a certain number of degrees each hour students will determine what time it will be when it reaches the new designated temperature.	length inch centimeter width measure balance gallon quart cup pint o'clock half past minute hand hour hand digital pounds degrees Fahrenheit Centigrade half hour / 30 minutes hour/ 60 minutes quarter hour/ 15 minutes
2. Identify and give the value of different coins.	Identify US coins by: color shape size value imprint			Students will be given real coins and then they will identify and chart the color, shape, size, texture wording, value of each coin. Activity: Students will have their hands behind their back and will be given a coin which they describe, name and tell it's value. Resources: Houghton Mifflin Alternate Strategies 9 and 25 Activity #27, Lunch Menu. Piggy Bank A sample activity showing a question and student response. <http://www.bathp ublicschools.com/f ms/writingmathgra nt/mathclips/mathcli p1.htm>	Given a coin the students will identify value and tell an item they could buy with that coin or a multiple of that coin through drawings and/or writing. Resource: Houghton Mifflin 1995 27B Addison Wesley 1995, Chap. 6, page 5	penny nickel dime quarter half dollar dollar coin value worth heads tails rough smooth edge size metal (identify coins by metal)
3. Select standard and non-standard tools for determining length, time, temperature, weight, and capacity, and use them to solve every day problems.	Knowledge of standard and non standard measurement devices			Length: In groups, students will measure the length of an item using a non-standard tool like erasers, shoes, paper clips. They will measure the blackboard, door, desk. Then another group will measure with measuring tapes and chart,discuss, and compare the non-standard and actual measurements. Weight: Students will measure the weight of a paperback book, box of crayons, a globe, etc. using counting tiles, colored counting bears, and/or other non-standard measuring device. Pumpkin Video 8 MB a cable Internet connection is needed to view Temperature: Students will measure temperature by charting ideas about how they can determine temperature instead of looking at a thermometer Time: Resource: How Long is a Minute-Marilyn Burns About Teaching Mathematics With partners, students will create a list of things they can do a certain number of times in a minute. For example make stars, write name, bounce ball. They will estimate and then record answer, repeat activity 2 times and compare. Capacity: Student will estimate how many handfuls of water/sand/beans will it take to fill a container. Or how many grains of rice does it take to fill a Unifix cube. Then repeat the above procedure using a different material. Students compare which is more efficient in measuring the capacity. See A for related activities	Given an object students will tell about how they would measure it using non-standard tools. Resource: MAP Tasks Snow People This link brings you to MAP Tasks (Maine Assessment Portfolio Tasks includes the task, teacher notes and scoring rubric.). Click on select a Discipline. Then select Mathematics Grade PK-2. Macmillan McGraw 1994, Speaking Mathematically	ruler clock scale thermometer yardstick meter stick