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Discovering Measurement
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
A Ten Lesson Unit
Inside this Unit
Lesson 1:
Non-standard Inch Measure-
5-6
Lesson 2:
Non-standard Linear Measurements
7-8
Lesson 3:
Feet to Yards Conversions
9-10
Lesson 4:
Standard Units of Measure—
inches, feet, yards
11-12
Lesson 5:
Area and Perimeter
13-14
Lesson 6:
Weight
15-16
Lesson 7:
17-18

Understand that measurement is the comparison of an attribute of an object or situation
with a unit that has the same attribute, using non-standard and standard units.

Understand differences between non-standard and standard units of measurement for
length and weight in the U.S. system.

Understand how measurement of money value, length, capacity/volume and time are
organized in the U.S. system
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Lesson 8:

Understand and use a procedure to measure length, weight, capacity, time, temperature
or money value with non-standard and standard units

Understand how to estimate in measurement situations
19-20
Teaching Tips
Time
Lesson 9:
21-22
Allow time for the students to figure out the problem. It is much more meaningful for the
students to discover the problem on their own than for the teacher to tell them the answer.
23
Once one student answers the question, thinking will stop for all the others. Slow down and
let students apply the knowledge that they have learned to the questions. Some students will
do this rapidly; others will need time to process.
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Comparisons
Review and Evaluation
Final Evaluations:
At the last class, please take
the time to have students
complete the final Club Evaluation Form so that Zeno can
measure club effectiveness.
Also, teachers please fill out
the Curriculum Evaluation
Form so that Zeno learns how
to better serve you and the
students in the future.
Thank You
Attributes, units and systems
d.
Understand and apply concepts and procedures for measurement.
Procedures and estimation
Volume/Capacity
Lesson 10:
Unit Standards for Grades
Go through the lessons at your own pace. It is more important for the students to enjoy the
spirit of discovery and inquiry than it is to get through all of the lessons. If students are
enjoying an activity or game, try doing it again another day. The first time through a game
or activity students are just trying to figure out the rules and what is expected. It is not until two or three times through an activity or game that students start to understand the concepts and to develop mathematical strategies.
At the end of this unit are websites that can be used to enhance lessons or to further challenge students who complete their work quickly.
Refer to the students as “mathematicians.” The title may give them confidence in their abilities and pride at being a member of the club.
Most importantly, have fun! Remember that this is a math club, not a math class.
Discovering Measurement
Supply List for 16 students
Activity Sheets:
Books and Supplies:
1
How Big is a Foot? By Rolf Myller
Parent Letter
1
Measuring Penny by Loreen Leedy
Dog Biscuits Template
1
set of liquid capacity containers
Penne Penny Example
1
Measurement Hunt
Cotton Ball Activity
Mr. Gallon
Giant G
Area and Perimeter
Stopwatch
Time cards
scale
4
time dice
8
dot dice
8
scissors
16
clock dials
16
pencils
16
rulers
16
tape measures
100
pipe cleaners
400
cotton balls
500
links
Replenishable Supplies:
Games:
1
1 lb box of Barilla Mini Penne
or similar sized pasta
1
roll of masking tape
1
package 9 x 12 yellow construction
paper
1
package 9 x 12 orange construction
paper
1
package 9 x 12 blue construction paper
1
package 9 x 12 white construction
paper
1
package 12 x 8 white construction
paper
3
1 1b. tubs of play clay
8
1.25 oz. bottles of glue
200+
vinyl coated paperclips
How Tall Am I? by Jax, Ltd., Inc.
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2
1
stopwatch
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Body Measurements
d.
Student Contract
Club Evaluations:
Return envelope for evaluations
Student Club Evaluation form
Teacher Curriculum Evaluation form
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 5
Lesson 1 Focus: Non-standard “inch” measurements
Students will use non-standard units of measure to understand inches.
Introductions and Behavior Contract
Lesson Prep: Make copies of the Student Contract and Parent Letter.
Welcome students, go over the Student Contract and then discuss what they
currently know about measurement. Hand out the Pre-Math Club Student Evalua-
member to send home the Parent Letter at the end of class.
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Activity 1: Penne Penny
d.
tion sheet (copies are in the manila envelope in the back of the Teaching Manual), and
ask students to answer the questions as best they can. Remind students that this is
not a test, but rather a way for you to understand their thinking. When students
have finished, collect the sheets and hold onto them until the last day of club. Re-
Read the first half of the book Measuring Penny by Loreen Leedy, but stop
at page 14 after Lisa measures how high Penny can jump. Ask students to keep
track of the different units of measurement that Lisa uses. (The rest of the story is read in lesson six.)

What are the different units of measure mentioned in the story? inches, dog
biscuits, cotton swabs, and centimeters

Mr. Jayson’s poster, on page 4, states “Measuring helps us to understand
the world.” Is that true? How does it help us?

In Measuring Penny, Penny’s nose is 1 inch long. What would you use
inches to measure? Look for terms like, how high/height, how long/length, how
wide/width.

Take out a piece of pasta. How long do you think this pasta is? Pasta is
close to an inch long.
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Show students the Penne Penny Example. Students are going to draw Penny’s
face, then glue 1 inch pasta pieces around the face perimeter. Each student
will need white construction paper, a pencil, glue, and pasta.
Once students are finished gluing their perimeter, have them count how many
pastas they used to design the outline of Penny’s face and record it on the
drawing. Remind them that a measurement always has two parts: a number
and a unit. Create a chart on the board and record results as per the example
below.
Name
Number
Unit
Troy
14
pastas
Alicia
20
pastas
Tony
28
pastas
Materials:
*Student Contract
*Parent Letter
Pre-Math Club Student
Evaluation
* Measuring Penny by
Loreen Leedy
*9 x 12 white
construction paper
*Penne pasta
*White glue
* Links
*Pencils
*Penne Penny
Example
?
Who drew the smallest Penny face?
?
Who drew the largest Penny face?
VOCABULARY
PERIMETER: the
measured distance
around the outside of a
closed figure.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 6
Activity 2: Measuring with Play Clay
Students will use links to learn how to accurately measure lengths.
d.
Give each student a small ball of play clay and a link. Have students roll out their
ball so that it becomes a long cylinder or “worm,” and then flatten the material.
The width of the flattened worm needs to be large enough to accommodate the imprint of a link.
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Once they have flattened the worm, the students will place it horizontally in front of
them. They can then take their link and starting at one end of the play clay make
horizontal imprints of that link into their worm. (For accurate measurement, make
sure that the imprint of one link touches the imprint of the next.) Then count the
units (link imprints) to determine the worm’s measurement.
Make a chart on the board and have each student record his or her worm measurement.
Play clay Worm
Name
Number
Unit
Vince
6
links
Tina
8
links
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After students have measured and recorded one play clay worm, have them roll it
back into a ball, switch balls with a partner at the table, create another long cylinder
“worm,” and measure it with the link. Have partners compare measurements.

Did partners each count the same number of imprints for the same play clay
ball?

Was it the same measurement as their own previous “worm”?
NOTES:
Materials:
*Play clay
* Links
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 7
Lesson 2 Focus: Non-Standard Linear Measurement
Students will use a non-standard unit to explore linear measurement.
Lesson Prep: Photocopy the Dog Biscuit Template and cut out the dog biscuit
rectangles. Photocopy the Body Measurement sheet. Note: Students will need
floor space to lie down while being measured.
Activity 1: Penny’s Biscuits
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Students will be measuring their partners using a dog biscuit and recording results. Review page 8 in Measuring Penny where Lisa measures dog tails using
dog biscuits. Students will measure their partner’s height, arm length, leg
length...etc. using one biscuit. Remind students to be accurate with their measurement by using their finger to mark the stop/start place of the biscuit rectangle, counting each biscuit move as they measure. This is similar to Lesson 1
when students imprinted a link right next to the previous imprint.
Materials:
*Measuring Penny by
Loreen Leedy
*Dog Biscuit template
*Masking tape
*Body Measurement
Sheet
Group students into pairs; give each student a Body Measurement Sheet and
each pair a dog biscuit. As a class, work on one measurement at a time. For
example, one student lies down and gets measured by his/her partner; that
measurement is recorded in the appropriate space on the chart. Alternate
turns.

Height of body—Measure from heel to top of head.

Arm length—Measure the top of the shoulder to the tip of the middle
finger.
Leg length—Measure from the hip to the heel.

“Paw” width—Spread fingers wide and measure from pinky to thumb.

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
Standing long jump– Use masking tape to create the starting line. Students
stand with toes behind the tape line and jump forward with both feet and
freeze; partner measures from the tape line to the jumper’s heel.
to

Were any partners the same length in any of the body measurements?

Who was the tallest? Who was the shortest?
BODY MEASUREMENTS
Number
Unit of measure
Body
height
Arm
length
Leg
length
Standing
long
jump
“Paw”
width
VOCABULARY
LENGTH– the longest
dimension of an object.
WIDTH– the measurement taken from side-toside.
HEIGHT– the highest
point; distance from
bottom to the top.
STANDARD— commonly accepted precise
unit of measure. Example: inch.
NON-STANDARD —
unit of measure that is
not precise. Example:
dog biscuits or pasta
piece.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 8
Activity 2: How Big is a Foot?
Read How Big is a Foot? by Rolf Myller.
Ask the children if they have ever experienced any kind of
measurement confusion. An example might be that they were
given the wrong size clothes or maybe they have overheard a
parent complain that something was the wrong size.
Materials:
*How Big is a Foot?
by Rolf Myller

Is this the same problem the carpenter had in the story?

What should be done to make all our measurements consistent?
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Why did we get several different numbers for our measurement?
Number of students

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Number of feet around person
NOTES:
d.
Lie on the floor or have a student lie on the floor. Let each
student count their steps as they walk around the person,
like the king did to the queen in the story. Use the results to create a
line chart on the board (see the example below).
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 9
Lesson 3 Focus: Standard Measure Inches to Feet to Yards
Students will be learning that twelve inches equal one foot and three feet
equal one yard.
Materials:
*Scissors
*Pipe cleaners
*Links
Lesson Prep: Cut six pipe cleaners into 2 inch lengths. Cut 9 x 12 construction paper in half (use a variety of colors) to create pieces 9 x 6 in dimension.
Photocopy the Measurement Hunt sheet. Make a sample “yard stick” by creating three 12 inch “feet” on a 9 x 12 piece of construction paper, cut out and
tape together (see the sample on page 10).
Who can show how long an inch is with their fingers?

Who can show how long a foot is?

How many inches are there in a foot?
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
d.
Activity 1: Inches to Feet
Teach the students the “Inch Worm” song. Then tell students to create their
own inch worms by hooking 12 links together. Give each student 12 Links
and 2 small cut strips of pipe cleaner. The pipe cleaners can be twisted and
then bent on the first link to look like eyes.
Sing the Inch Worm song together as students work.
Inch Worm Song
(To the tune of Ten Little Inch Worms.)
Two little, four little, six little inch
worms,
Eight little, ten little, twelve little inch
worms,
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Twelve little inch worms make a big foot
worm.
Twelve inches equal a foot
NOTES:
“inch” worm
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 10
Activity 2: Making a “Yard Stick”

What is a yard? Have you ever heard that term used with regard to
measurement?

How many feet are in a yard? 3 feet

What would we measure using yards? sport fields, golf drives, fabric

What sport has a field that is 100 yards long? football
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Inform students that they are going to be making yard sticks.
Give each student three 9 x 6 sheets of construction paper in the
same color; students will trace their foot these pieces of paper, cut
them out and tape them together as in your sample. The 9 x 6
size construction paper (cut previously) should fit the length of
most students’ feet, but have several full sheets on hand for larger
feet.
Materials:
*9 x 12 assorted
colored construction
paper
*Scissors
*Masking tape
*Measurement Hunt
Sheet
Remind students to write their name and “yard stick” on it.
Is your “yard stick” shorter than the teacher’s? Why or why
not?

“Yard Stick”
Activity 3: Measurement Hunt
Give each student a Measurement Hunt sheet. Students can take their “yard
stick” and their link “inch/foot” worms to measure their heights and the dimensions of other items in the room.
How long is the table?

How wide is the doorway? ...etc.
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
Have students fill out the Measurement Hunt sheet as best they can, including such information as the object being measured, the number and the unit
of measurement.
Item
Number
Unit
table
25
inches
desk
3
yards
pencil
9
inches
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 11
Lesson 4 Focus: Converting Standard Units of Measure:
Using standard measurements and converting inches to feet and feet to yards.
Lesson Prep: Photocopy the Body Measurement sheet. Mark with masking
tape the 36th inch of every tape measure; students now have a standard yard
measure. Cut ten pipe cleaners into 2 inch lengths.
Activity 1: Measurement Practice
Number
Unit
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Demonstrate to the students how an
object can be measured and then labeled
with more than one unit of measure, for
example: body height can be inches or
feet or a combination of both. Remind
students to mark the end of a measurement with a finger to hold their place
when moving a ruler or tape measure.
d.
Use the tape measures, rulers and new copies of the Body Measurement sheet
to measure the same items the students measured with biscuits in Lesson 2,
only this time students will use standard units of measurement (tape
measures and rulers).
Body
Height
Arm
length
36
inches
OR
3
feet
18
inches
OR
1 foot, 6
inches
feet
Activity 2: Chain Game
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Materials:
*Tape measures
*Masking tape
*Rulers
*Body Measurement
Sheetss
*Links
*Dice
*Pipe cleaners
Place students into groups of four. Give
each group a pile of Links, 2 dice and a few
pipe cleaners. Taking turns, students will
roll the dice, add the numbers together, and
then chain links together totaling the sum
of the numbers. At the end of four rounds,
the person with the most link “inches”
wins.
After they have counted all their “inches,”
students will now convert the chain measurement from inches to feet. Students will
count the links on their chains in sets of
twelve, twisting a pipe cleaner to every
twelfth link. At the end, students should be
able to articulate their own chain length:
that their chain is, for example, 2 feet and 3 extra links or 2 “feet”, 3
“inches” in length.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 12
Activity 3: Mother May I ?
Reinforce the measurements of inches, feet and yards with the game Mother
May I ?
Materials:
Choose a spot in the room or hall to be the start line and the finish line. Make
the distances fairly close so as to shorten the duration of the game.
Divide the class into groups of three or four and have them stand in a single
file line (as if in a relay).
d.
The object of the game is to be the first team with all players across the finish
line.
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Traditionally in Mother May I? a child requests to move a certain way; in
this game however, students simply request permission to move. Example:
The first student in line would ask “Mother, may I move?” The “mother”
would then respond with one of the examples on the right, or she/he can create some of his/her own.
Once that student has moved, then move to the next line of students and
have the first student in line ask “Mother, may I move?”
(some of these may
require some help
from the teacher or
other students )

You may move
forward 1 yard—
student takes 3
steps forward.

You may move 12
inches forward 2
times—student
takes 2 steps forward.

You may move 6
inches backwards—student
takes a half step
backwards.

You may move
forward 2 yards—
student takes 6
steps forward.

You may move
forward 24 inches—student takes
2 steps forward.
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Once the first person in line has reached the finish line the next person can
start participating by asking “Mother, may I move?”
NOTES:
Mother May I
Examples:
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 13
Lesson 5 Focus: Area and Perimeter
Students will use non-standard and standard units to explore perimeter, and
non-standard units to explore area.
Lesson Prep: Photocopy the Area and Perimeter and Cotton Ball Activity
sheets.
Materials:
*Tape measures
*Area and
Perimeter Sheet
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Activity 1: Perimeter
Ask students if they know what the term “perimeter” means. Explain that
perimeter means the distance around the edge of a figure. In this lesson, the
figure is the room, a section of the hallway or wherever this activity would
work best. Choose two activities below or create your own; give each student
an Area and Perimeter sheet for use in recording and calculating perimeter.
Perimeter measurement #1—line students up along one wall. Have them
spread out so that their finger tips touch and the students on each end can
touch a corner of the wall. Record how many students fill one wall and then
move students to the next wall. After all walls are measured, record the
amounts; have the students add the numbers to determine the perimeter.
Room perimeter = ? standing students.
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Perimeter measurement # 2—have students lie down by a wall one person at
a time, stretching out along the wall head to toe. Record how many students
fill one wall and then move students to the next wall. After all walls are
measured, once again record results and have students add all results to calculate the perimeter. Room perimeter = ? student body lengths
Perimeter measurement #3—have students use the tape measures now to
measure the perimeter of the room. After figuring out the perimeter in yards,
see if they can try to convert the yards to feet by having the students count
by threes.
VOCABULARY
PERIMETER: the distance around the outside of a closed figure.
AREA: measurement
of the space inside a
closed figure.
DISTANCE: how far
apart objects are from
each other.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 14
Activity 2: Area and Perimeter
Using cotton balls to represent area and links to represent perimeter, students
will get experience in differentiating area and perimeter.

What is area? The measurement of the space inside a closed figure.
Show the students a few examples of how to create link perimeters and cotton
ball areas. Link 20 links, create a perimeter shape, and then fill the figure
with cotton balls. Label your example.
Materials:
*Cotton balls
*Links
*Cotton Ball Activity
Sheet
Example: Perimeter = 20 links and Area = 16 cotton balls.
d.
Helpful Hint: Have students remove cotton balls from the area one at a time
to prevent double counting.
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Pass out the following supplies to each student: Cotton Ball Activity sheet, 20
Link ‘n Learn Links and 20 cotton balls.
Have the students connect their links to create a figure according to the sheet
and then fill figure with cotton balls. Record some of their results on the
board.

Does everyone get the same area measurement?

What perimeter shapes created the biggest/smallest area?

Can we use a different object for figuring out area?
Cotton Ball Activity
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Perimeter
Area
10 Links
___Cotton balls
16 Links
___Cotton balls
8 Links
___Cotton balls
12 Links
___Cotton balls
EXTENSION: The Area and Perimeter sheet can be used by students to explore the area and perimeter of other objects around the room such as a desk,
book, paper...etc. For larger areas, students can find another unit of measure
to replace the cotton balls or you could group students to maximize the
amount of cotton balls.
VOCABULARY
PERIMETER: the distance around the outside of a closed figure.
AREA: measurement
of the space inside a
closed figure.
DISTANCE: how far
apart objects are from
each other.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 15
Lesson 6 Focus: Introduction of weight
Students will compare weight to determine the heaviest object and will also
compare different shapes to see if a change of shape changes weight.
Activity 1: Measuring Penny
Read the second half of Measuring Penny starting on page 15 (the “see saw” page). Penny weighs
16 pounds. Ask the students if they can think of
other objects that weigh 16 pounds.
Materials:
*Measuring Penny
by Loreen Leedy
*Paper
*Scale
Show the students the scale.
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Could Penny be weighed on this scale? Discuss
the weight markings on the scale and show them that
this scale can only weigh items that are five pounds or
less.

Activity 2: Paper Weight
Discuss ounces.

Does anyone know what an ounce is? Is it more than a pound, or less than a
pound?

What can weigh an ounce?
Weigh some paper on the scale; show the students the difference between 1 and 2
ounces. (Four flat sheets of copy paper is about 1 ounce and 8 sheets would be 2
ounces.) Explain that even little differences can change the price of mailing a
letter. A letter weighing 1 ounce or less will cost $.42 to mail, but a 2 ounce letter
will cost $.59.
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Point out 16 ounces on the scale and tell the students that 16 ounces is the same
weight as 1 pound (just as 12 inches is the same as 1 foot).
Show students a container of play clay from the club box. Have the students
take turns holding the play clay container and ask them how much they think it
weighs. Weigh it and see if the weight matches the label on the tub. Choose a
few books from the room and have students compare the weights using their
arms and body as a balance. Then weigh books on the scale to test if students
could guess which book was the heaviest. Ask students to think of other things
in the room or their backpacks that could be compared and weighed.

What is the next standard weight after a pound? Ton
TEACHER OPTION FOR NEXT
LESSON:
Bring in lemonade
mix or food coloring. If you choose
to make lemonade,
remember to bring
drinking cups.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 16
Activity 3: Play Clay Penny Weight
Can differently shaped objects of the same mass and from the same material
weigh the same amount?
Give each student a golf ball sized amount of play clay and let them play with
it while waiting their turn to use the scale. Call one student at a time and
help him/her weigh the play clay, making sure each student has 3 ounces.
(The club box is equipped with 48 ounces of play clay or 3 ounces each for 16
students. If you have more or fewer students, adjust accordingly.)
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Once the students have their 3 ounces they can create a play clay Penny. After they have created their Penny, students in turn will weigh the figure. After each Penny is weighed, have each student go back to his/her seat, create a
different figure using all of their play clay ball,
then come back to the scale and reweigh. Ask
students to predict if the second shape they
create will weigh more, less or the same as the
first.
Did the second play clay figure weigh the
same as their first (Penny)? Why or why
not?

Can students think of other examples in which something can be different
sizes and shapes yet still have the same weight? A tall dog and a short dog
could still weigh the same. Four crumpled pieces of paper will still weigh an
ounce.

Can one thing look lighter, but actually be heavier? Discuss the variety of
answers.

Ask students which weighs more: a pound of feathers or a pound of beans?
NOTES:
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
Materials:
*Play clay
*Scale
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 17
Lesson 7 Focus: Volume
Students will practice converting different volume amounts.
Lesson Prep: You can make a Mr. Gallon in advance, but you will need to
make one in front of the students as well so that the children can follow your
example as you fold and cut out the cups, pints and quarts. This is a timeconsuming activity, but very popular.
Activity 1: Mr. Gallon

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Give each student a 12 x 18 sheet of white and a 9 x 12 sheet each of yellow,
orange and blue paper. Review page 18 in Measuring Penny by Loreen
Leedy as a starter for discussing volume. Show the Mr. Gallon sheet or your
model and explain that they will explore the measuring tools (cups, pints,
quarts and gallon) used in the U.S. customary system for liquid measure.
Materials:
*Measuring Penny by
Loren Leedy
*12 x 18 white
construction paper
*9 x 12 yellow, orange
and blue construction
paper
*Mr. Gallon sheet
*Scissors
*Masking tape
Have you ever heard these measurement words before and in what context? Examples: a gallon of gas, a cup of water, a quart of milk, a pint of ice
cream.
Making Mr. Gallon:
Take the yellow paper and fold it in half, then in half again three more times.
When the paper is opened, there will be 16 squares. Have the students write
the word CUP on each square and then cut out.
Repeat the procedure with pints and quarts, folding three times for pints and
two times for quarts. Write the appropriate label and cut out the rectangles.
Tape Mr. Gallon together as shown at right, and then draw the face with pencils .
Review conversions and have students write the conversions below the
mouth of Mr. Gallon:
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2 cups = 1 pint
2 pints = 1 quart
4 quarts = 1 gallon
2 quarts = 1/2 gallon

Why should we memorize these conversions? Example: You want to make
lemonade and the directions are for a 2 quart container but you only have a
gallon container.

How can you be precise with the recipe directions when you do not have
the right measuring containers? You’ll need to convert cups to quarts or
pints to quarts in some cases.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 18
Activity 2: Filling a Gallon
Divide the class in half; one half will draw the Giant G in Activity 3 while
the other half does the following activity with you. (Alternatively, students
can choose an activity listed in the box on the right.)
Use water and fill the cups to make a pint, then fill the
pints to make a quart and then the quarts to make a
gallon. Let students take turns filling the cup, pint and
quart containers to make a gallon of water. Make lemonade at this point if you wish, and then switch groups.
Materials:
*9 x 12 white
construction paper
*Capacity containers
*Giant G sheet
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Activity 3: Giant G
d.
ADDITIONAL
Reinforce the capacity conversions learned in the Mr.
Gallon activity. Give the students a sheet of 9 x12
white construction paper. Show students the Giant G
sheet and let the children copy it to their paper.
Teach this mnemonic for gallon conversions:
Two CUPS make a PINT and two PINTS make a
QUART, but you’ll never get a GALLON unless you
add four QUARTS.
NOTES:
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If there is time, have students make up their own
memory rhymes.
ACTIVITIES
*How Tall Am I? by
Jax, Ltd., Inc.
*Play clay shapes and
weight
*Chain game
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 19
Lesson 8 Focus: Time
Materials:
*Clocks
*Time cards
Practice setting the correct time on a clock when given different time values.
Lesson Prep: Photocopy the Time Cards and cut apart.
Activity 1: “Miss Fox, Miss Fox, What Time Is It?”
To play “Miss Fox, Miss Fox, what time is it?” the teacher stands at the front
of the room and the students stand at the back of the room with their clocks.
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Students ask in unison, “Miss Fox (or Mr. Fox), what time
is it?” and the teacher calls out a time. Students need to
set their clocks to the given time. Have the students show
their clock by turning the clock face towards the front of
the room; if they position the clock hands correctly, they
can move forward two steps.
For those that set their clock to the wrong time, briefly explain where the
hour hand and minute hand should be. Students with incorrect answers do
not move forward. The first student(s) that reaches you wins. If setting time
is easy for most students, call out more complex times such as 12:45, 2:15,
4:50...etc.
I have 1:00. Who has 2:30?
Activity 2: Passing Time
I have 2:30. Who has 12:00?
Model how to read the time cards and how to set the clock. You may need to
review times that are 15 minutes past the hour — 1:15, 2:15, 3:15 and so on.
I have 12:00. Who has 11:30?
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Give each student two time cards and a clock. To start the game, determine
which student has the “I have 1:00” time card and approach him/her saying,
“Excuse me, do you have the time?” That student must silently read the
time card and set the clock to the time displayed next to the words “I have”
on their time card, (1:00.) Then that student stands up and shows to the
group his/her clock that is set to 1:00; she/he then reads the whole time card
out loud. The student with the time card that matches the new time goes
next.
Time Cards
I have 11:30. Who has 11:00?
I have 11:00. Who has 2:00?
I have 2:00. Who has 12:30
I have 12:30. Who has 9:00?
Remind students to flip the time card they have read upside down so they
can concentrate better on listening for the second time to be read.
I have 9:00. Who has 1:30?
Continue the game until the cycle returns to the beginning
time, 1:00.
I have 1:30. Who has 3:00?
I have 3:00. Who has 8:00?
I have 8:00. Who has 6:30?
I have 6:30
Who has 4:00?
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 20
Activity 3: Time Dice
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Activity 4: Simon Says, “Show me the time.”
d.
Divide the class in half and instruct each group to sit in a circle. Give each
student a clock and each circle an hour die and a minute die. Students should
take turns rolling the dice. Once the dice lands, the students need to set their
clock to the time rolled.
Students will use their clocks to practice their time-setting and listening
skills.
Start the game with all students standing. Tell students that you will be calling out times for them to set on the clocks. However, students will need to sit
down if they show you a time when you did not say, “Simon says,” first or if
the time they show on the clock is not accurate.
Times to call out: 9:15, 9:45, 7:11, 5:55, 12:00, 10:45, 11:11...etc.
NOTES:
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Call out easier or more difficult times depending on your students’ practice
needs.
Materials:
*Clocks
*Time dice
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 21
Lesson 9 Focus: Comparisons
Students play games to test measurement knowledge.
Materials:
*Stopwatch Sheets
*Stopwatch
*Pencils
*Clocks
*Time dice
*How Tall Am I? by
Jax Ltd.
Lesson Prep: Photocopy the Stopwatch sheet.
Activity 1: Second Hand Fun
d.
Students will explore seconds as a measurement of time. Group students in
pairs; give each group a pencil and a Stopwatch sheet. The teacher will start
the stopwatch and one student of each pair will do the activity while his/her
partner counts how many sit ups, jumping jacks, hops ...etc. their partner
does during the allotted time. The counting partner will record the results on
the Stopwatch sheet. Switch roles.
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Have students do the timed activities more than once to provide an opportunity at bettering their time.
? How many sit-ups can you do in 30 seconds?
? How many jumping jacks can you do in 30 seconds?
? How many times can you touch your toes and stand straight again in 1
minute?
? How many times can you hop on one foot in 30 seconds?
Make a bar graph on the board using the activity sheet results from every
pair.
Activity 2: Simon Says, “Show me the Measurement.”
Simon Says is a short review to test conversion knowledge.
HELPFUL HINT
For these activities put
students into groups of
four and create stations
for the students to rotate
through.
Stations:

How Tall Am I? Game

Suggestions for Simon Says Commands— “Simon says, show me with your
fingers …”
Show Me the Measurement

Mrs. Fox, What Time
is It? (Lesson 8 Activity 1)
How many pints are in a quart?
How many cups are in a quart?

How many quarts are in a gallon?
How many pints are in a gallon?
Time Dice (Lesson 8,
activity 3)
How many quarts are in a half gallon?
How many pounds is 16 ounces?
How many feet is 12 inches?
How many hours is 60 minutes?
How many feet are in a yard?
How many minutes is 60 seconds?
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Example: Simon says, “Show me with your fingers how many cups are in a
pint.”
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 22
Activity 3: Game, How Tall Am I?
Play the game, How Tall Am I? by Jax, Ltd., Inc.
Students roll a die to select hats, head, feet, body, legs and shoes to build fun
characters piece by piece.
They estimate and then measure their silly creations.
The winner is the student who builds the tallest character.
Materials:
*How Tall am I? by
Jax, Ltd., Inc.
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NOTES:
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Only four students can play at a time.
Learning Linear Measurement, Area, Perimeter, Time, Weight and Capacity
Page 23
Lesson 10 Focus: Review and Evaluations
Post-Math Club Evaluations:
Please ask the students to fill out a Post-Math Club Student Evaluation sheet. Remind students that this is not a test, but rather a way for you to understand their thinking.
Also, teachers please fill out the Curriculum Evaluation form so that Zeno learns how to better serve you and the students in
the future.
Please mail all the Student Evaluations (those from the first day of class, and those from the last) and your Curriculum Evaluation back to Zeno in the self-addressed envelope provided.
Books/
Games:
How Tall Am I? by Jax,
http://illuminations.nctm.org/ActivitySearch.aspx
Ltd., Inc.
http://www.apples4theteacher.com/measure.html
Measuring Penny by
Loreen Leedy
How Big is a Foot? by
Rolf Myller
Chain Game
Cotton ball area and perimeter
Play clay link “inch/foot”
worms
Stopwatch activities
Penny Biscuits
Mother May I?
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Activities:
Websites on Measurement
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Games/Activities for Review
d.
Thank You
Filling a gallon
Passing Time
Time Dice
Simon Says, “Show Me the
Time.”
Simon Says, “Show Me the
Measurement.”
Play with links
http://www.bbc.co.uk/schools/revisewise/maths/
shape/13_act.shtml
http://www.funbrain.com/measure/index.html
http://www.quia.com/mc/65838.html
Bibliography
Adler, David. How Tall, How Short, How Faraway
Holiday House, 1999
Fawcett, Linda, Gossett, Carol, and Mitchell, Myrna.
It’s About Time. 2004 AIMS Education Foundation
Leedy, Loreen. Measuring Penny
Henry Hold and Company, Inc., 1997
Myller, Rolf. How Big is a Foot?
Dell Yearling, 1991
NCTM. Exploring Mathematics through Literature: Articles and
Lessons for Prekindergarten through Grade 8
NCTM, 2004
www.ehow.com
http://illuminations.nctm.org/LessonDetail.aspx?ID=L125
http://www.teachnet.com/lesson/math/units052499.html
Dear Parents/Guardians and Students,
d.
Welcome to a Zeno math club. We are excited to have
your young mathematician participating in one of our clubs. This unit is an introduction to the mathematics of measurement for elementary students in first and second
grades. In this ten lesson unit, your child will be working on fun activities to reinforce
and expand on the classroom math curriculum.
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Students will explore several branches of measurement: length, width, height, area,
perimeter, volume/capacity, weight and time. Your child will learn how to make comparisons in the world of measurement. We will start out with hands-on activities and
engaging stories that use non-standard units of measure to help introduce the concepts of standard units of measurement.
Students will make playdough rulers, will link “inch/foot” worms and will create personalized “yard” sticks. We will play the game How Tall Am I? by Jax, Ltd., and several other activities to reinforce measurement concepts. They will learn the units of
measure to make up a gallon capacity and will use a stopwatch to time the duration of
particular actions.
Finally, we chose highly praised story books to engage children in learning measurement concepts:
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Measuring Penny by Loreen Leedy
How Big is a Foot? by Rolf Myller
Look for these books at one of your future trips to the library.
We hope your child enjoys participating in math club. If you would like to learn more
about our programs, be sure to call our office at 206-325-0774 or check out our website
at www.zenomath.org.
Sincerely,
Zeno
Student Contract
Welcome to a Zeno math club. In order for all students to have a positive experience
in this club we have developed the following guidelines. The guidelines explain the
positive behaviors we expect as well as behaviors that are unacceptable.
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Positive behavior will allow us to learn, play, grow and have fun together. Unacceptable behaviors will be handled by the club instructor, who may choose to contact the
parents, teacher, or principal of the misbehaving student. Consequences of unacceptable behavior could include a warning or suspension from club activities.
Positive Behaviors
Listen and cooperate with students and teachers in the program.
Follow directions.
Wait quietly.
Be responsible and respectful with your words and actions.
Treat the materials carefully and use them in the way that you are instructed.
Help with cleanup.
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Unacceptable Behaviors
Not following school rules.
Put-downs, teasing, and swearing.
Roughhousing, pushing, tripping, hitting, kicking or play fighting.
Damaging materials or taking them out of the room (without teacher permission).
I agree to follow these behavior guidelines and to do my best to help everyone have a
positive experience.
___________________________________
Signature
__________
Date
Pre-Math Club Student
Evaluation
Discovering Measurement
Club Teacher: Please read aloud the questions below to all students and allow a few seconds for response.
Please mail to EIM pre and post student evaluations, along with the teacher evaluation at the completion of the
math club. Thank you.
d.
Student Name: _______________________________________________ Date: __________________
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School: ______________________________________________________ Grade: ________________
Is this your first time in a Zeno club? ____ Yes ____ No
————————————————————————————————————————————
I think math is fun.
No
Maybe
Yes
I am comfortable answering questions in math class.
Agree
Neutral
Disagree
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Mathematics helps me develop my mind and teaches me to think.
Agree
Neutral
Disagree
I believe I am good at solving math problems.
Agree
Neutral
Disagree
Math is _____________________________________________________________
____________________________________________________________________ .
Pre-Math Club Student
Evaluation
Discovering Measurement
1.
What unit would you use to measure the length of a book?
a foot
a yard
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an inch
2. What unit would you use to measure the length of a
football field?
an inch
a foot
a yard
There are _____ inches in one foot and ____ feet in two
yards.
4.
When you measure the distance around a room, you are measuring
its...
perimeter
area
5.
Write these units in order from smallest to largest:
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3.
gallon,
smallest
cup, pint,
quart
largest
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Penne Pasta
Zeno: Discovering Measurement: Lesson 1 Activity 1
Body Measurements
A measurement always has two parts:
1. a number 2. a unit
Example: body height = 10 biscuits
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Body
height
d.
Number Unit of
measure
Arm
length
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Leg
length
Standing
long
jump
“Paw”
width
Zeno: Discovering Measurement: Lesson 2 Activity 1
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Dog Biscuit Template
Zeno: Discovering Measurement: Lesson 2 Activity 1
Measurement
Hunt
Number
Unit of
Measure
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Item Measured
Zeno: Discovering Measurement: Lesson 3 Activity 3
COTTON BALL ACTIVITY
d.
AREA
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PERIMETER
______COTTON BALLS
10 LINKS
______COTTON BALLS
12 LINKS
______COTTON BALLS
16 LINKS
______COTTON BALLS
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8 LINKS
Zeno: Discovering Measurement: Lesson 5 Activity 2
AREA & PERIMETER
Area
Perimeter: The distance around a shape
Area: The amount of space inside a shape
3)
4)
5)
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2)
Unit
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1)
Number
d.
Object Measuring
6)
7)
Zeno: Discovering Measurement: Lesson 2 Extension
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Mr. Gallon
Zeno: Discovering Measurement: Lesson 7 Activity 1
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Giant G
Zeno: Discovering Measurement: Lesson 7 Activity 3
Time Cards
Who has 1:15?
I have 1:15.
Who has 2:00?
I have 2:00.
Who has 1:00?
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I have 12:00.
Who has 12:15?
I have 12:15.
Who has 2:15?
I have 2:15.
Who has 3:00?
I have 3:00.
Who has 4:00?
I have 4:00.
Who has 3:15?
I have 3:15.
Who has 1:30?
I have 1:30.
Who has 2:30?
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I have 1:00.
Zeno: Discovering Measurement: Lesson 8 Activity 2
Time Cards
Who has 3:30?
I have 3:30.
Who has 5:00?
I have 5:00.
Who has 6:00?
I have 6:00.
Who has 7:15?
I have 7:15.
Who has 8:30?
I have 8:30.
Who has 7:00?
I have 7:00.
Who has 9:00?
I have 9:00.
Who has 6:30?
I have 6:30.
Who has 9:30?
I have 9:30.
Who has 10:30?
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I have 2:30.
I have 10:30. Who has 11:00?
Zeno: Discovering Measurement: Lesson 8 Activity 2
Time Cards
Who has 7:30?
I have 7:30.
Who has 8:00?
I have 8:00.
Who has 10:00?
I have 10:00.
Who has 4:30?
I have 4:30.
Who has 5:30?
I have 5:30.
Who has 5:15?
I have 5:15.
Who has 11:30?
I have 11:30.
Who has 4:15?
I have 4:15.
Who has 8:15?
I have 8:15.
Who has 12:30?
I have 12:30.
Who has 12:00?
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I have 11:00.
Zeno: Discovering Measurement: Lesson 8 Activity 2
STOPWATCH WORKSHEET
Activity
How Many
Sit-ups (30 seconds) _______________
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Toe touch (1 minute) _______________
d.
Jumping jacks (30 seconds) _______________
Hop on one foot (30 seconds) ______________
STOPWATCH WORKSHEET
How Many
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Activity
Jumping jacks (30 seconds) _______________
Sit-ups (30 seconds) _______________
Toe touch (1 minute) _______________
Hop on one foot (30 seconds) ________________
Zeno: Discovering Measurement: Lesson 9 Activity 1
Post-Math Club Student
Evaluation
Discovering Measurement
Club Teacher: Please read aloud the questions below to all students and allow a few seconds for response.
Please mail to EIM pre and post student evaluations, along with the teacher evaluation at the completion of the
math club. Thank you.
d.
Student Name: _______________________________________________ Date: __________________
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School: ______________________________________________________ Grade: ________________
Would you like to attend another Zeno club? ____ Yes ____ No
————————————————————————————————————————————
I think math is fun.
No
Maybe
Yes
I am comfortable answering questions in math class.
Agree
Neutral
Disagree
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Mathematics helps me develop my mind and teaches me to think.
Agree
Neutral
Disagree
I believe I am good at solving math problems.
Agree
Neutral
Disagree
Math is _____________________________________________________________
____________________________________________________________________ .
Post-Math Club Student
Evaluation
Discovering Measurement
1.
What unit would you use to measure the length of a book?
a foot
a yard
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d.
an inch
2. What unit would you use to measure the length of a
football field?
an inch
a foot
a yard
There are _____ inches in one foot and ____ feet in two
yards.
4.
When you measure the distance around a room, you are measuring
its...
perimeter
area
5.
Write these units in order from smallest to largest:
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3.
gallon,
smallest
cup, pint,
quart
largest
Curriculum Evaluation Form
Discovering Measurement
Dear Club Teacher,
Thank you so much for making math fun for students. In order to make these clubs
most effective for students and the club teachers we need to get some information
from you on the lessons and games. Please include on the back of this form any
additional information you would like us to know.
Thank you.
Ages/Grades of Students:
How many weeks was the club?
How many lessons were completed:
How many students did you teach?
d.
_________________________________________________________________________________________________________
From the beginning to the end of math club, overall, did you observe any shift in student confidence? Please explain.
No change
More confidence
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Less confidence
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
What lessons and games did you find to be most helpful, and why?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
What lessons and games did you find to be least effective, and why?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Is there anything that you feel needs to be changed or restructured?
__________________________________________________________________________________________________________
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__________________________________________________________________________________________________________
Do the daily lessons provide enough activities to fill an hour?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Were there any supplies missing from the club kit?
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Please return evaluation forms to:
Zeno
1404 East Yesler Way, Suite 204
Seattle, WA 98122
If you have any other questions or concerns please feel free to contact:
Program Director, Jennifer Gaer at 206-325-0774 or [email protected]