M ATH U NIT : M EASUREMENT

Big Ideas and Standards

Common Core Standard for Mathematical Practice 1: Make sense of problems and persevere in solving
them.
Big Idea 1: Understanding measurement depends on developing personal references against which to
compare standard measurement units. Extended experience with selecting appropriate tools to measure,
comparing measured data with personal references, and using the information gathered to work in a
personally meaningful context can make measurement meaningful and relevant to students own lives.
CCSS.3.NF.5: Understand two fractions as equivalent (equal) if they are the same size, or the
same point on a number line
CCSS.3.MD.4: Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale
is marked off in appropriate units whole numbers, halves, or quarters.
2.MD.A.1: Measure the length of an object using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
2.MD.A.3:Estimate lengths using units of inches, feet, centimeters, and meters
Big Idea 2: For measurement to be meaningful to students, they must be able to understand the attributes
of objects they will be measuring and how to use measurements to make meaning of a problem. Work
with a variety of different objects and figures can help students solidify the applications of measurement
and distinguish between their varied properties.
CCSS.3.MD.7b: Multiply side lengths to find areas of rectangles with whole-number side lengths
in the context of solving real world and mathematical problems, and represent whole -number
products as rectangular areas in mathematical reasoning.
CCSS.3.MD.8:Solve real world and mathematical problems involving the perimeters of
polygons, including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with the same perimeter and different area or with the same
area and different perimeters
CCSS.3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area
measurement.
CCSS.3.MD.7a: Find the area of a rectangle with whole-number side lengths by tiling it, and
show that the area is the same as would be found by multiplying the side lengths.
CCSS.3.MD.6: Measure areas by counting unit squares (square cm, square m, square in, square
ft, and improvised units).
CCSS.3.MD.5b: A plane figure which can be covered without gaps or overlaps by n unit squares
is said to have an area of n square units.
CCSS.3.G.1: Understand that shapes in different categories (e.g. rhombuses, rectangles, and
others) may share attributes (e.g. having four sides), and that the shared attributes can define a
larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles and squares as examples
of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
CCSS.3.MD.5a: A square with side length 1 unit, called a unit square, is said to have one
square unit of area, and can be used to measure area.

Objectives:
Students will be able to explain the need for standard units of measure.
Students will be able to measure accurately to the nearest inch, inch, inch, centimeter,
centimeter, and millimeter
Students will be able to use measuring tools appropriately, including those of the U.S. customary
system, metric system, and from a nonzero point.
Students will be able to develop personal references for U.S. and metric units of measurement and
apply these to estimate lengths accurately.
Students will be able to model polygons and determine their perimeter by measuring and adding
the sums of all sides.
Students will be able to collect experimental data, organize it, and make inferences about the areas
of different shaped pattern blocks based on results.
Students will be able to determine the area of a 2-D figure or object by tiling the surface or
counting unit squares.
Students will be able to determine the perimeter of a polygon given the lengths of the sides or by
measuring missing lengths to find the total sum.
Students will be able to develop the number model for area of rectangles.
Students will be able to explain how shapes with different perimeters can have the same area and
create polygons with different perimeters and equal areas or different areas and same perimeters.
Rationale:
The concepts described above, which are all related to aspects of measurement, are essential for
children to know and understand. Measurement may be one of the skills of mathematics most
obviously transferred into students lives. For instance, in everyday life, students encounter the
need to estimate lengths or measure them when they want to find out how tall they are, what size
of board to buy for a building project at home, or determine the size of pizza that their family
should get to feed everyone. If they do not know how to accurately measure or, at least, estimate a
length or area, they will be unprepared. By exploring and investigating these concepts in many
different contexts and with many different figures, students are readily able to transfer their
knowledge and understanding to new contexts. By developing personal references for standard
units of length, and exploring the need for these standards, students become familiar with the units
and are more able to make valid estimations. Students may not always have an appropriate tool at
hand to make accurate measurements, but if they have had practice and experience dealing with
standard units in relation to themselves and familiar objects, they will be more likely to make an
estimation that is close to the exact answer.
Resources:
Flocabulary.com. Weve Got Some Shapes. (2014). http://www.flocabulary.com/weve-got-someshapes/.
Holt School District. Recognizing Student Achievement Packet. Holt, MI.
National Council of Teachers of Mathematics. Teaching Children Mathematics. (2014).
http://www.nctm.org/publications/calendar/index.aspx?journal_id=4. Reston, VA: NCTM.
National Governors Association Center for Best Practices & Council of Chief State School Officers.
(2010). Common Core State Standards. Washington, DC: Authors.
Myller, Rolf. How Big is a Foot? (1991). New York, NY: Yearling.
University of Chicago School Mathematics Project. Everyday Mathematics. (2007). Chicago, IL:
McGraw-Hill.

Assessment Plan
Formative Assessments
o Daily exit slip addressing either the concept of the day, process outcomes or attitudes
towards mathematics.
o Checklist of starred problems throughout the unit to track student progress (some are
related to unit and some are ongoing skills for practice). If students miss the same types of
questions consistently, this will be a cue for me to take small groups of students to work
with while other students work independently.
o Taking note of observations of student understanding during whole-group discussion will
allow me to observe who is not getting the concepts.
Ongoing Assessment of Student Growth
o I will track the starred problems from Everyday Math on the included Progress Monitoring
checklist, which will be assessed on the basis of whether students meet (), exceed (+), or
do not meet expectations (-).
Linking Formative and Summative Assessments
o Assessing process outcomes (how students get an answer) will be a piece at the end of the
unit, which will be tracked throughout the unit with daily exit slips. Students will have an
open response item on the assessment which requires explanations of thinking: Gina has
24 feet of fence. She wants to make the largest rectangular area possible for her rabbit to
play in. What length should she make each side of the rabbit pen? Show all your work and
explain how you found the largest areas.
o The starred problems listed in the chart below link directly to the problems that will be on
the unit assessment. These problems will also be included in a packet called the
Recognizing Student Achievement packet from Everyday Math (pictured at end of
document). These problems assess ongoing skills and knowledge that students need.
o The daily exit slips will help track whether students have achieved the goal for the lessons
objectives, determining what has been mastered and what needs re-teaching.
Concepts covered on Unit Test
o Part A:
Estimate a difference and a sum
Measure line segments to the nearest inch and centimeter
Find the perimeter
Use basic probability terms
Solve a number story involving money
o Part B:
Measure the sides of a polygon and find the perimeter.
Draw a rectangle with a given area
Compare units of length
Measure line segments to the nearest inch and centimeter
Create a line plot
Find data landmarks for a set of data
o Open response question

Meeting the Needs of Diverse Learners

For students who finish tasks early, having a plan to keep all students productive will limit distractions
for students who need more time to work on problems. This may vary day to day, such as having
students complete a sheet explaining their reasoning behind one of the problems they did, becoming
an expert for the day and helping other students, or recording questions that they have about math.
One mode of differentiation will be looking for, discussing and validating various representations and
processes for solving the same problem. This ensures that students who may not solve a problem in a
traditional way receive validation and that all students learn multiple ways to solve problems.
Encourage students with auditory processing to ask questions if they are confused during discussions.
This will help everyone deepen understanding, but is especially useful for these students.
Use concrete, hands-on examples whenever possible when introducing a new concept.
One accommodation for students in the Tier 3 Strategic Intervention reading group is verbal support,
provided through reading the problems or directions out loud on certain tasks, including summative
assessments, to get a truer sense of their mathematics abilities.
For students with attention disorders, it can be hard to maintain focus. Giving only one direct ion at a
time as well as writing directions on the board can be helpful for these students in my class.

Projected Sequence of Lessons

Lesson #1: Adapted from EM 3.1
Date: Wed, 10/22/14
Learning Target/Objectives:
Students will be able to explain the need for standard units of measure.
CCSS.3.MD.4
Materials Needed:
How Big is a Foot? by Rolf Myller
Class popsicle sticks
Student Math Journal, p. 55
Recognizing Student Achievement (RSA) Packet
Scissors
Paper strip
Brief description/overview of lesson:
Draw a line about a foot long on one side of the whiteboard and another on the opposite side. Ask
students which line is longer. How do they know for sure? Lead students into a discussion about
strategies to determine the length and compare them, and why measurement exists.
Gather at carpet area and read aloud How Big is a Foot? By Rolf Myller. Through book, come to
conclusion that there werent always standard units of measure and that caused problems for
people.

Explain learning goal: Today you are going to learn and be able to explain the need for standard
units of measure and create a standard unit of measurement for our classroom.
Draw sticks to have students walk across the room, counting the number of step s it takes when
they walk heel-to-toe. Write different numbers of steps on board, giving these unit names like
Joey-feet, Ms. Miller-feet, etc. Ask students what they notice about this chart. Relate to How Big is a
Foot? and how measurements without a standard unit will be different. Point out the need for a
class shoe length that everyone in the class can use if we want to get the same answer.
Spread out a long strip of paper. Direct 16 students to stand with their toe to the heel of a
classmate in front of them on top of the strip of paper. Trim any extra paper and fold the strip into
sixteenths and cut each section off, creating an average shoe length of the class. Let students
compare this to their own shoe length, and working in pairs to measure objects around the room.
Before measuring, students will estimate about how many class shoes long an object is. Record in
a table.
Object

Less than 1 class shoe

About 1 class shoe

Greater than 1 class shoe

Tell students to take out their Math Journal and turn to page 55, which has a chart like below:
Object

Estimate

Measurement

About ____ class shoes

About ______ class shoes

About _____class shoes

About ______ class shoes

Group students with their math partners, with one class shoe unit per group. Choose objects in
room to estimate and then measure.
Regroup on the carpet and share out student findings. Ask students to share strategies on how
they estimated the lengths. Then, explain how they measured. What if we had done this sheet
using just our own shoe size instead of the class shoe size? Discuss the importance of using a
standard unit. Can they think of any standard units that they know?
Tell students that we are going to be working more with standard units and the tools used to
measure them the next two weeks.
Pass out Recognizing Student Achievement packets to students and have them complete 3.1: Why
is it important to use the same unit everyone else is using to measure things?

Assessment:
Students will complete an exit ticket which demonstrates their understanding of the need for a
standard unit of measurement. Within RSA packet will be #2 from p. 55 of Math Journal: Why is it
important to use the same unit everyone else is using to measure things?

Lesson #2: Adapted from EM 3.2

Date: Thursday, 10/23/14
Learning Target/Objectives:
Students will be able to measure accurately to the nearest inch, inch, inch, centimeter,
centimeter, and millimeter
Students will be able to use measuring tools appropriately, including those of the U.S.
customary system, metric system, and from a nonzero point.
CCSS.3.MD.4, CCSS.3.NF.5, CCSS.2.MD.A.1
Materials Needed:
Teaching Aid Master p. 413
Math Journal, p.58
RSA Packet
Brief description/overview of lesson:
Review previous lesson. State learning goal: Today we are going to use some of the standard
measures we thought of yesterday and learn how to use measuring tools appropriately.
Imagine that there was a storm and our classroom window broke. If we wanted to order a window
for our classroom, what tool could we use to measure the space? What unit of length would you
choose? How could we make sure that our window was just the right size? Discuss the different
reasons you would use different tools or units, and why they would be (in)appropriate in situations.
Tell students that we are going to work with different tools. Ask students to get out the rulers A, B
and C that they cut out for morning seatwork. Look at each ruler, which all have different labels (A
is to the nearest inch, B is to nearest inch, C is to the nearest inch, D is to the nearest
millimeter, and E starts at a nonzero point). What do students notice about each ruler? What is the
distance between the marks on each ruler? Use rulers to measure line segments on pg. 58 of MJ.
Discuss what it means to round to the nearest unit, unit or unit. The nearest unit could be at
a whole number (i.e. 2 inches), which is hard for students to grasp. Which ruler would we want to
use to get the most accurate measurement for our classroom window?
When students re-measure line segments using the centimeter ruler, ask why the numbers are
different even though theyre measuring the same thing. Can students make any generalizations
when they compare the two measurements? What is different about Ruler E? How could they use
this to measure the lines on p.58? Could anyone use the same method with Ruler A, B, or C? What
was hardest to measure with? What gave the best measurements? Ask students to explain their
thinking and piggyback off of the thoughts of other students.
Assessment:
Collect RSA packet and use 3.2 problem to assess students ability to measure. Students are
making adequate progress when they are able to measure line segments to the nearest inch.

Lesson #3: Adapted from EM 3.3

Date: Friday, 10/24/14
Learning Target/Objectives:
Students will be able to develop personal references for U.S. and metric units of
measurement and apply these to estimate lengths accurately.
CCSS.2.MD.A.3, CCSS.3.MD.4
Materials Needed:
Math Journal, p. 60-61
Tape measures
Student Reference Book p. 146
Exit slips
Brief description/overview of lesson:
Display the following problem: The tallest adult emperor penguin ever recorded was 44 inches tall.
The shortest adult emperor penguin ever recorded was 16 inches tall. Is the tallest penguin taller
than you? What tool could you easily use to find this out? You could use a tape measure to
compare your height with the penguins. Share things students notice about the tape measure.
Have students volunteer to come up, one to measure and one to be measured. Gather the
students height and compare it with that of the tallest penguin. Now ask students if they could
find some objects in the room that would be about the height of the tallest penguin.
Read through p. 146 of the Student Reference Book. Review the U.S. customary system, which is a
system of standard units.
Ask students how we could have figured out if the student was taller or shorter than the tallest
penguin if we had not had a tape measure or a ruler with us. Estimating Give personal example of
estimation (i.e. notebook paper is about 1 foot long, could use to estimate the measure of a desk).
Transition to partner work. They will work together to do problem 1 on p. 60 of Math Journal using
a tape measure, yardstick or ruler. If necessary, cut out strips for students that are 1 inch, 1 foot, 1
yard long to help students search for personal references. Regroup to share out some ideas of
personal references. Read page 148 of Student Reference Book if more examples are necessary.
Direct students to p. 61 of Math Journal. Students work with a partner to fill in the U.S. customary
units column using their personal references to estimate and then an appropriate measuring tool
to check their estimates.
Gather at carpet area: Was estimating the lengths of objects hard or easy? Why would finding
these personal references be useful in real life?
Assessment: Penguin exit slip (problems 1-3): Students estimate the length of a penguin and
measure to nearest inch. Students list personal references they used to estimate the height.

Lesson #4: Adapted from EM 3.3

Date: Tuesday, 10/28/14
Learning Target/Objective:
Students will be able to develop personal references for U.S. and metric units of
measurement and apply these to estimate lengths accurately.
CCSS.2.MD.A.3
Materials Needed:
Math Journal, p.60-61
Tape measure or ruler with metric units
Student Reference Book, pg. 141
Exit Slip Penguin Measure
RSA Packet
Brief description/overview of lesson:
Review the previous lesson and how students used personal references to help estimate, yesterday
with the U.S. system. Today the focus is the metric system. It is important to know both
measurement systems because not all people use the U.S. system.
Share example of NASA Mars Climate Orbiter, an international
collaboration which broke because there was miscommunication
about the units.
Think back to penguin problem. If you said the penguin was 44 tall
without a unit, someone could think it was 44 in or 44 cm, which is a
big difference. 44 in ~ 112 cm.
Direct students to look at centimeter side of tape measure. Do they know any other words that
begin with cent- to help build connections? Read p. 134-135 and 140 of Student Reference Book.
Ask students: Are you taller than 100 centimeters? Taller than the penguin (112cm)? Estimate your
height in centimeters. Complete problem #2 on p. 60 of Math Journal; students hunt for personal
references for metric units around the room. If necessary, cut out strips fo r students that are 1 cm, 1
mm, 1 m long to help students search for personal references. Regroup to share personal
references. Relate U.S. standard units and metric units.
Students should complete p. 61s remaining problems for metric system, using personal references
to estimate lengths and then measuring with metric units. They work with their math partner.
Do RSA packet #3.3A: Circle the unit of measure you would use to best measure the following
things.
Assessment: Students estimate and measure the penguin from yesterdays exit slip to the nearest
cm (Problems 4-6). Students list personal references used to estimate the penguins height.
Check RSA packet #3.3A for progress.

Lesson #5: Adapted from EM 3.4

Date: Wednesday, 10/29/14
Learning Target(s)/Objective(s):
Students will be able to model polygons and determine their perimeter by measuring and
adding the sums of all sides.
CCSS.3.MD.8, CCSS.3.G.1
Materials Needed:
Straws of differing lengths (4, 6, and 8 in)
Twist ties
Tape measure and rulers
Math Journal, p.63
Shapes video clip: http://www.flocabulary.com/weve-got-some-shape s/
Centimeter grid paper for exit slip
Brief description/overview of lesson:
Introduce straw activity and gain interest by asking the following question. How many different
shapes could you make with four straws and twist ties? Does it matter what length the straws are?
List the shapes that students made.
View short video clip: http://www.flocabulary.com/weve-got-some-sha pes/ (play from 0:59 to end).
How many shapes that we thought of were in the video? What shapes were there that we did not
think of? Now explain that we are going to build the shapes and talk about their features.
Model shapes with straws and twist ties, including triangles, squares, rectangles, rhombuses,
trapezoids, and other parallelograms. Ask students what they notice about the shapes. How are
they different when made with different side lengths? How are the different shapes similar or
different? What features of the shapes do students notice?
Have students turn to page 150-1 in their Student Reference Book to find information on perimeter.
Use the examples to explain that perimeter is the measure of the distance around a shape . Draw a
shape on the board and ask volunteer to trace its perimeter. Ask children to trace the perimeter of
one of their shapes with their fingers. Tell students to use the inch side of their tape measure to
find the distance around their rectangle.
Share student strategies for finding perimeter using math talk (How did you get that answer? Who
can put that into their own words? etc.) Direct students to change their shape back to a
parallelogram. Measure the distance around it. Is it the same? Record answers at the top of page
63. Undo one corner of parallelogram, unfold the sides, and measure the total length. Is it about
the same as the distance around? Students repeat the process with the other shapes they made
completing the table on p. 63 for problem 2-4.
Assessment: Exit slip. On centimeter grid paper, students make as many different rectangles as
possible with 20cm perimeters.

Lesson #6: Adapted from EM 3.5

Date: Thursday, 10/30/14
Learning Target(s)/Objective(s):
Students will be able to collect experimental data, organize it, and make inferences about
the areas of different shaped pattern blocks based on results.
CCSS.3.MD.5
Materials Needed:
Pattern Blocks (triangle, square, trapezoid)
Double pattern blocks (two shapes taped together)
Math Masters, p. 70, cut in half
Exit slips
Triple pattern blocks (three of each shape taped together)
Brief description/overview of lesson:
MM p. 195. Suppose you toss three pattern blocks in to the air- a triangle, a square, and a
trapezoid. Which one has the best chance of falling on one of its narrow sides? Ask students who
vote for each shape block - why? Record student answers in a tally chart like that pictured below.
Most likely to land on a narrow side

Result

Triangle
Square
Trapezoid
Now, test predictions. First, plan how to do an experiment. Decide how many times to toss the
blocks. Students should toss them the same amount of times so results can be compared easily. A
larger number gives more reliable results. How will you divide the work? Plan a way to toss the
blocks. Pass out Math master p. 70 (cut in half) for students to record their tosses. Give students
time to complete tosses. Compile the results in a table, making sure that everyone reports the
same number of tosses. Give one student the job of recorder (makes tallies), one the job of
reporter, and remaining students the job of tossers to alternate.
Rank the single block shapes according to the number of times each one landed on an edge. How
do our predictions match with the results? Review the tally chart.If results show the single triangle
as having a better chance of landing on the edge, discuss why.
Ask students to complete Recognizing Student Achievement packet #3.5A: Is it more likely for a
pattern block with a single edge or a double edge to land on its side? Why?
Discuss: Does doubling the thickness of a block change its chance of landing on a narrow side?
Why should doubling the thickness of a block give it a better chance of landing on a side?
Ask students to fill in the missing blanks in the tally chart in RSA packet for ongoing practice.
Assessment: Collect RSA packet and assess 3.5A.

Lesson #7: Adapted from EM 3.6

Date: Friday, 10/31/14
Learning Target(s)/Objective(s):
Students will be able to determine the area of a 2-D figure or object by tiling the surface or
counting unit squares.
Students will be able to determine the perimeter of a polygon given the lengths of the
sides or by measuring missing lengths to find the total sum.
CCSS.3.MD.6, CCSS.3.MD.8,
Materials Needed:
Pattern blocks (triangles, squares and rhombuses)
Math journal, p.68-69
Exit Slips
Brief description/overview of lesson:
Show students a rectangle on the board with two opposite sides labeled 4 units and two opposite
sides unlabeled. Tell students the total perimeter is 10 units. What do the short sides measure?
Share strategies of students.

Point students toward developing the formula for perimeter ___+____+____+____=____, filling in the
information we are given. If students dont understand the answer, try different answers to model
trial and error.

Then, hold up a square pattern block next to the rectangle. Ask students to estimate how many
pattern blocks it might take to fill up the area within the rectangle. Then, have a volunteer check
their estimates.

Students then take out page 68-69 of Math Journal and work with partners. They use three
different pattern blocks to tile the same area. Guide students toward conclusion that the larger a
unit is, the less you will need of it to cover an area.

Assessment: Exit slip: Students circle the pattern block shape that they think would result in the
smaller number of units to tile a rectangle and explain why they chose that shape. Students should
also write the current time on the exit slip to assess their ongoing time-telling skills.

Lesson #8: Adapted from EM 3.7

Date: Monday, 11/3/14
Learning Target(s)/Objective(s):
Students will be able to determine the area of a 2-D figure or object by tiling the surface or
counting unit squares.
CCSS.3.MD.5a, CCSS.3.MD.5b, CCSS.3.MD.6
Materials Needed:
1-yard square papers (pre-cut)
-1-foot square papers (9, precut)
Ruler
p.68-69 of Math Journal
p. 72 of Math Journal
Brief description/overview of lesson:
Tape a 1-yard square piece of paper to the board. Ask students to estimate the length of a side.
Share how they made their estimation. Listen for multiple strategies and personal references. Have
a student measure the length of one side. Compare their measurement to the estimates. Repeat
with the 1-foot squares. Then, ask them to see how many squares it takes to cover the 1-yard
square (9). What does that tell us? The area of the 1-yard square is nine 1-foot squares.
Refer back to p. 68-69 from the previous lesson. How did they use pattern blocks to measure area?
(They tiled surfaces). Write area on the board. Discuss the key ideas related to area. Which block
was the easiest to use to measure area on p.69? Advantages of using square shapes. Area can be
measured in standard square units, such as square inches.
If they were measuring the board, what would they want to use? If students are stuck, ask if they
would want to use square feet or square inches? Why? What about square feet or yards?
Estimate how many square feet or square yards it would take to cover the Smartboard. Then
measure it by tiling the surface. Emphasize that the square foot or yards should be laid down
without gaps or overlaps.
Do pg. 72 #1 as a whole group, modeling how a 3x5 rectangle would be mapped out on grid
paper. Students complete p.72. As students work, meet with a small readiness group and walk
them through the sheet. Regroup, using the page to discuss the difference between perimeter and
area.

Assessment: Students use exit slip where they created as many possible configurations of polygons
with perimeters of 20 units. Find the area of at least one.

Lesson #9: Adapted from EM 3.8

Date: Tuesday, 11/4/14
Learning Target(s)/Objective(s):
Students will be able to develop the number model for area of rectangles.
CCSS.3.MD.7a, CCSS.3.MD.7b
Materials Needed:
1-yard squares of paper
Math Journal p. 74
Grid paper
Elmo
Brief description/overview of lesson:
How would you find out how many square yards of carpet to buy if we were redecorating the
room? We arent able to move all furniture today to measure exactly (we would if we were actually
doing it). Share strategies. Two students will demonstrate with 1-yard square papers.
Pretend another room is on the number grid as a more abstract example. Draw a 10 x 9 rectangle.
Shade a row of squares along the shorter side of the rectangle, with each square representing 1
square yard.
How many squares in a row? (9)
How many equal rows of squares are there inside the rectangle? (10)
How many squares are there in all? Write 10 units x 9 units = 90 square units.
Tell students you can use the number model to represent the area of a rectangle. The number
model uses the multiplication symbol. X is read as times or multiplied by.
So, how much carpet should we order?
Repeat this routine with other rectangles.
Pass out RSA packet. Students work on problem 1-3.
If they finish, they can move on to Math Journal p.74 to do problems 4-6.

Assessment:
RSA packet #1 starred problem will be used to gauge whether students are using strategies to
calculate rectangular areas. They may count squares or use the multiplication model.

Lesson #10: Adapted from EM 3.7 Differentiation

Date: Wednesday, 11/5/14
Learning Target(s)/Objective(s):
Students will be able to explain how shapes with different perimeters can have the same
area and create polygons with different perimeters and equal areas or different areas and
same perimeters.
CCSS.3.MD.8
Materials Needed:
Centimeter grid paper (Math master, p 416)
4 square centimeter paper squares or centimeter cubes for each student
Exit slips
Brief description/overview of lesson:
Give students 4 square centimeter pieces of paper. Have students use the cubes to find all the
possible area configurations of the cubes. Help children share their solutions and eliminate
duplicates. Come to a consensus of how many possible configurations there are (line, l-shape,
square, t-shape, s-shape). Students can record their shapes on the top half of cm grid paper.
Reinforce that although the shapes look different, they each have an area of 4 sq. centimeters.
Do they all have the same perimeter though? Which configuration has the smallest perimeter?
Use the bottom half of the grid paper. Can you create two shapes that have the same perimeter,
but a different area? What about the same area and a different perimeter?
Students can work in pairs. If students would like to model with straws, they may collect supplies at
front of room.
Discuss strategies used to create shapes. What connections do they notice between area and
perimeter? What are some differences between the two concepts?

Assessment:
Collect student grid paper. Students answer the following question on half sheet of paper. Assess
students with slow writing verbally if needed.
Sam tells the class that shapes that have the same area also have the same perimeter. Do you
agree with Sam? Explain your thinking. Draw pictures if that helps you.

Sample Detailed Lesson Plans

Lesson #1: Adapted from Everyday Math, 3.1
Date: Wed, 10/22/14
Learning Target/Objectives:
Students will be able to explain the need for standard units of measure.
CCSS.3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves
and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked
off in appropriate units whole numbers, halves, or quarters.
Materials Needed:
How Big is a Foot? by Rolf Myller
Class popsicle sticks
Student Math Journal, p. 55
Recognizing Student Achievement (RSA) Packet
Scissors
Paper strip
LAUNCH
Draw a line about a foot long on the whiteboard (to the right of the SmartBoard). Draw a line
about a foot long on the whiteboard (to the left of the SmartBoard). Ask students which is longer.
How do they know for sure? Lead students into a discussion about strategies they would use to
determine the length and compare them, and why measurement exists.

(5 minutes)

EXPLORE
Ask students to come to the carpet area. They do not need to bring anything with them.
Read aloud How Big is a Foot? By Rolf Myller.
During reading, ask the following questions
o How would you describe the size of a bed?
o Why was the bed too small for the queen?
o Why did the queen fit perfectly in the bed at the end of the story?
Explain that there werent always standard units of measure or tools to measure things with.
(Define standard as something that is agreed upon by a group of people). People used
things that everyone had, like their hands or feet, to measure. What w ould be the problem
with that method of measuring?

(8 minutes)

Transition:
Explain learning goal: Today you are going to learn and be able to explain the need for standard
units of measure. Were going to investigate measurement and create a unit of measure to use in
our classroom.

Pick up the popsicle stick jar with student numbers on them. Ask students how likely it is that I will
draw their number. (Everyone should have the same chance). Ask someone to draw four names
out of the popsicle jar. When a child is chosen, tell them to walk heel to toe across the length of a
classroom. Ask: Why might it be important to walk heel to toe? (Overlaps or gaps would affect the
measurement). Repeat this process for three other students. Then, measure my own numb er of
steps. Record each childs name and total number of steps on the board, using words like about,
almost, a little less than, etc. As a class, come up with a unit name for each measurement. If
students need prompting, ask them what unit names they know (i.e. inches, centimeters, etc.).
Possible names could be Carmen-shoes, Joey-feet, etc.)
What do students notice about this chart? (not all the same amount of steps, even though it was
the same distance). Why werent all the measurements the same? (Not everyone has the same size
foot or people have different sized shoes even if they have the same foot size). Relate to read
aloud story; apprentice and king had different shoe sizes, and their measurements were different.
Point out the need for a class shoe length that everyone in the class can use if we want to get the
same answer. Define standard units when people agree to use the same unit of measure. This
helps us have similar measurements for the same object, even if someone else measures it from
halfway around the world! For example, if you ordered a television online and it said the scree n
was 65 inches, you would want to make sure that is actually what you get.

(8 minutes)

We are going to create a standard unit of length for our class. Length is the distance between two
points. We are going to find the typical shoe size in our class.
Direct students to move to the edges of the carpet area (split in half on each side). Lay a long, thin
strip of paper on the floor in the middle, taping it down if necessary. Draw the names of 16
students from the popsicle stick jar. As their name is called, direct students to line up along the
tape placing their feet heel-to-toe with the next student on top of the strip of paper, staggered on
the left and right sides to avoid crowding. This will result in 16 feet (one from each student) lined
up with no gaps or overlaps on the paper strip. Cut off any leftover piece of paper strip. Fold the
remaining paper strip in half four times, so it is divided into 16 equal parts (which is essentially the
average shoe length for the class, although students do not need to know this term yet). Unfold
the tape and cut it at the creases. Point out that all strips are the same length, about the typical
shoe length for the class. Let students compare their own shoe size with that of the strip. Tell
students that they will be using this class shoe as a unit of length, and measuring things within
the classroom.
Start a table on the board of things that students think are about the same size as the class shoe
unit. Have volunteers check the actual measurement using one of the strips of paper. Record the
objects in a table like the one below.
Object
Less than 1 class shoe About 1 class shoe
Greater than 1 class shoe

(10 minutes)

Tell students to take out their Math Journal and turn to page 55.
p.55 has a chart that looks like the following:
Object

Estimate
About ____ class shoes
About _____class shoes

Measurement
About ______ class shoes
About ______ class shoes

Group students with their math partners. Give one class shoe unit to each pair. Tell students to
choose objects in the room, and first estimate, or guess, about how many class shoes long the
object would be. Then they actually measure the object without any gaps or overlaps. Explain that
estimates do not have to be perfect. They are a guess that should be close, but not exactly the
same as, the answer after measuring. They should not change their estimate after finding the
answer. Students should find at least 3 objects by the time we regroup.

(5-10 minutes)

DISCUSS
Regroup on the carpet and share out student findings. Ask students to share strategies on how
they estimated the lengths. Then, explain how they measured. Ask other groups to relate their
strategies to those of other groups, warning students that this will be happening so they are
prepared to listen and relate their strategies. Students can fill in their table as they listen to other
groups ideas.
What if we had done this sheet using just our own shoe size instead of the class shoe size? Could
we even have this discussion right now? Having the same measurement tool helped us be able to
find the same answers. Estimates would probably be the same, but the actual measurements would
vary. Discuss the importance of using a standard unit. Can they think of any standard units that
they know? (inches, yards, feet, centimeters). Tell students that we are going to be working more
with standard units and the tools used to measure them the next two weeks.

(5-10 minutes)

Pass out Recognizing Student Achievement packets to students and have them complete #1: Why
is it important to use the same unit everyone else is using to measure things? If students cannot
complete written exit slip within given amount of time, accept a verbal response.

(3 minutes)

ASSESS
Students will complete an exit ticket which demonstrates their understanding of the need for a
standard unit of measurement. If students are unable to complete the exit ticket through writing in
the allotted amount of time, check in with these students for a verb al response to check
understanding. Within RSA packet will be #2 from p. 55 of Math Journal: Why is it important to use
the same unit everyone else is using to measure things? (4 minutes)
Daily Reflection:
I thought that the launch (trying to determine which of two lines that were about the same length,
rotated and on opposite sides of the board was longer) was very engaging for students. As soon as
I posed the question, there was instantly conversation and debate around which line was longer,

which was exactly what I wanted to see. Students came to the conclusion on their own that they
could measure the lines to figure out which was longer. We did not actually measure it, but the
need for measurement was apparent through the conversation. It did seem like students had a
good grasp on why we need standard units, which was discussed multiple times throughout the
lesson.
How did what you learned today inform your planning for tomorrow?
Based on the lesson today, I know I will have to move through things more quickly than what I
have been. I may need to prioritize within lessons and highlight the things that I absolutely need to
get to within a lesson in order to do the assessment pieces. But, taking notes on things students
did or said during the lesson was helpful to identify confusion or misconceptions, especially when I
saw multiple students dealing with the same issue. Several students struggled with the concept of
using one unit to measure things that were longer than the actual measuring tool, so reiteration
will be something to highlight with students throughout the unit. I will have to model for students
how to do this without creating gaps and overlaps.

Lesson #2: Adapted from Everyday Math 3.2

Date: Thursday, 10/23/14
Learning Target/Objectives:
Students will be able to measure accurately to the nearest inch, inch, inch, centimeter,
centimeter, and millimeter
Students will be able to use measuring tools appropriately, including those of the U.S.
customary system, metric system, and from a nonzero point.
CCSS.3.MD.4: Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the horizontal
scale is marked off in appropriate units whole numbers, halves, or quarters.
CCSS.3.NF.5: Understand two fractions as equivalent (equal) if they are the same size, or the
same point on a number line.
CCSS.2.MD.A.1: Measure the length of an object using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
Materials Needed:
Teaching Aid Master p. 413
Math Journal, p.58
Recognizing Student Achievement (RSA) Packet
LAUNCH
Refresh students memory from yesterday. Today we are going to use some of the standard
measures we thought of yesterday and learn how to use measuring tools appropriately.

Imagine that there was a storm and our classroom window broke. If we wanted to order a window
for our classroom, what tool could we use to measure the space? (Probably a ruler or a yardstick).
What unit of length would you choose? (inches, feet, centimeters). How could we make sure that
our window was just the right size if its too big, it wont fit; if its too small, cold or bugs might
get in? (Measure to the nearest inch or inch; get the most accurate measurement possible).
Discuss the different reasons you would use different tools or units, and why they would be
appropriate or inappropriate in certain situations.
Transition: Tell students that we are going to work with different tools. Ask students to get out the
rulers A, B and C that they cut out for morning seatwork.
EXPLORE
Look at Ruler A on the Elmo. What do students notice about Ruler A? Each inch is divided into two
equal parts. Each part is of an inch. Use it to measure 1 st set of line segments on pg. 58 under
Ruler A column.
If it says to measure to the nearest inch, what does that mean? (Relate to ballpark estimates, which
were covered in the previous unit; if its over way, round up to next inch. If its under way
between two whole inches, round down to the lower length).
Now look at Ruler B on the Elmo. Ask students to label the inches. What do they notice about
ruler B? Ask students what the distance is from the 0-inch mark to the inch mark, and what the
distance from the inch mark to the 1-inch mark is. These are two equal parts. Look closely at the
ruler. How many equal parts is it divided into? (4) Each equal part is of an inch, one of four equal
parts of an inch. Measure the first line on #2 on p. 58 of Math Journal together with a volunteer
coming up. Then complete the problems. Check that students understand that measuring to the
nearest inch can mean a whole inch if necessary.
Now look at Ruler C on the Elmo. Ask students what they notice about this ruler (inches are divided
into eight equal parts). Ask students to identify the marks. Label the 2/4 inch mark as inch
and the 1 inch as 4/4. How many inches are in one inch? What is the distance between each of
the labeled marks from the 0-inch mark to the 1-inch mark?
Compare all three rulers. Which ruler would we want to use to measure our classroom window?
Why would you choose that ruler? (Guide students towards using the ruler with the most accurate
measurements, i.e. the one that shows to the nearest inch or to the nearest millimeter.) Talk
about how if you were trying to get the most accurate measurement, but didnt use sma ll enough
units (like a or a unit) to measure, you might not be able to get a window to perfectly fit or
not.
Now pass out Ruler D, marked with centimeters and millimeters. Ask students if they notice
anything that is the same as the inches ruler? (There are halves marked). Ask students how many
equal parts are in each ruler (10 if they count millimeters, 2 if they count centimeters). Guide
students through MJ pg.58 to remeasure the line segments, comparing the numbers. Students will
remeasure #1 on the RSA packet instead of in math journal, the rest of problems will be in Math
Journal on p. 58.

Why are the numbers different even though theyre measuring the same thing? (Theyre using a
different unit of measurement). Can students make any generalizations when they compare the
two measurements?
Now, pass out Ruler E. What is different about this ruler? (doesnt start at zero). How could they
use this to measure the lines on p.58? (measure and subtract 5, count segments). Could anyone
use the same method with Ruler A, B, or C? (start by measuring at a number other than zero).
Address any misconceptions for students who measure by counting on from 5 (i.e. 8 inches instead
of 3). If there is not time to complete this section, cover it in small group as enrichment for
advanced students.

(20 minutes)

DISCUSS
What was hard to measure with? What gave the best measurements? Ask students to explain
their thinking and piggyback off of the thoughts of other students.

(5 minutes)

ASSESS
Collect RSA packet and use 3.2 problem to assess students ability to measure. Students are
making adequate progress when they are able to measure line segments to the nearest inch.

(10 minutes)

Daily Reflection:
I need to work more on managing the discussion and making sure that students are taking turns
and speaking at the appropriate times. My mentor teacher pointed out that there were several
students either speaking without raising their hand or blurting out the answer at one point; I need
to work on being more aware of how students are participating. That will be a practice for me to
work on throughout this unit creating the time and atmosphere where students feel safe
volunteering thoughts and know how to appropriately do so. My lesson launch did produce the
desired results. Students identified multiple measurement tools they could use to measure the
window, what unit would be best, and why we might want to measure with inches or other
similar measures to get the most accurate measurement.
How did what you learned today inform your planning for tomorrow?
It was very helpful to have the formative assessment piece to evaluate where students are at. I only
had 2 students not meet expectations, and four students exceed expectations. Most students were
able to measure to the nearest inch and centimeter, but the main problem was that they did not
include the unit. So, tomorrow I will have to highlight and ensure that they know to always include
the unit as they are working.

Unit Materials

Name_________________

1. Estimate the height of this

penguin in inches:
2. What personal reference did
you use to make your
estimation?
3. Measure the height of this
penguin to the nearest inch.
4. Estimate the height of this
penguin in centimeters.
5. What personal reference did
you use to make your
estimation?
6. Measure the height of this
penguin to the nearest
centimeter:

Name_________________
Sam tells his class that shapes that have the same area also have the same
perimeter. Do you agree with Sam? Explain your thinking. Draw pictures if
that helps you.

Name_________________

Time ______________

Pretend you were going to tile the area of the rectangle below.

Circle the pattern block shape you think it would take the LEAST blocks
to fill up the shape.

Why did you circle that shape?

PROGRESS MONITORING: CHECKLIST FOR UNIT 3 STARRED PROBLEMS

Student 3-1, #2
p. 55
Need
for
standard
unit of
measure
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

+
+

3-2, #1
p.58
Measure
line
segment
to
nearest
inch

+
+

(+) Exceeds expectations

3-3 Math
message:
Ballpark
estimates
and
number
models

3-4, #2
p.65
Measure
to the
nearest
centimeter

3-5, #5
p.66
Associative
property
of addition

3-6,
p.67
Telling
time

3-7,
Subtraction
Top-It
record
sheet

3-8, #1
p.74
Calculating
area of
rectangles

3-9, #2
p.77
Finding
area of
rectangles

+
-

+
+
+

+
+

+
+
+
+

+
+

+
+

+
+
+

+
+

+
+
+
+

+
+
+

+
+

+
+
+
+

+
+
+
+

+
+

() Meets expectations

+
+
+

(-) Does not meet expectations

PROGRESS MONITORING: CHECKLIST FOR UNIT 3 RSA AND EXIT SLIP PROBLEMS
Student 3-3a,
Choose
appropriate
unit of
measure

3-4a,
Find the
perimeter
of a
polygon
with half
units

3-4b,
Add and
subtract
two digit
problems

3-5b,
Likelihood
of pattern
block
landing
on edge

3-5c,
Fill in a
tally
chart
with
missing
data

1
+
2
+
3
+
4
5
+

9
10
+
11
+

12

13
14
+
15
+

16
17
18
19

20

21
(+) Exceeds expectations

+
-

+
+

+
+
+

+
+
+

+
-

+
+
+

() Meets expectations

+
+

3-6a,
Record
time
and
elapsed
time

3-3, Exit
slip,
estimate
and
measure
to the
nearest
half inch

3-3, Exit
3-8,
slip,
Exit slip,
estimate
determine
and
multiple
measure
areas with
to the
the same
nearest
perimeter
half
or vice
centimeter versa

+
+
+

+
+
+
+

(-) Does not meet expectations