|
Unifix Cube Measurement
 | Concept: Measurement using Unifix Cubes |
| Grade Range: First Grade |
| Objectives: Given Unifix Cubes, students will be
able to estimate and to measure the lengths of four objects using the
Unifix Cubes with 50% accuracy. |
| Terms: Measurement, Length, Estimate |
| Materials Needed:
 | Teacher
 | 1 Measurement Record Sheet for each student |
|
| Students
| Unifix Cubes |
| Student Name Tags |
| Cover of Tupperware Bin |
|
|
| Procedure:
| Plan A
| Introduction/Prior Knowledge: Ask
students if they know what the word "measurement" means.
Also, ask them if they have ever measured anything, and why a person
might want to measure something. Allow time for ideas to be shared
and discussed. |
| Concept Development: Pass out Unifix
Cubes to the class. There should be at least 20 Unifix Cubes per
person. Hold up a pencil and ask students how they think they could
measure the pencil using Unifix Cubes. After students share their
ideas, show them how they can measure the length of a pencil by
stacking Unifix Cubes. Next, tell them that they should first
"guess" or "estimate" how many cubes they think
they will need to measure their pointer finger. Then, have them
measure their pointer finger and report back their results to the
class. Have each student hold up the Unifix Cube rod that is the
same length as his/her pointer finger. |
| Practice: Continue guiding students
through several more examples as a class (ex.—colored pencil
boxes, crayons, math books, etc.). Then, for independent practice,
pair each student with a partner and have them complete the
Measurement Record Sheet. First, they must make estimates sitting in
their seats and have them checked off by the teacher. Then, they may
move around and do the actual measurements. Note: Number 2 on the
Measurement Record Sheet refers to a storage bin in which each
student (in the class for which this lesson was designed) keeps
his/her belongings. |
|
| Plan B (extension): If students have already begun
to do basic measurements, have them experiment with different
measurement tools. After they have explored several types of objects
that could be used for measurement, have each table decide on a favorite
measurement tool and explain why they chose this tool. |
| Plan C (simplification): If students do not
understand the basic concepts of measurement using Unifix Cubes, use a
larger unit of measure. This way, students have are less confused by a
large number of Unifix Cubes and have a larger concrete manipulative
with which to work. |
|
| Discussion and Closure: After students have completed
their Measurement Record Sheets, reconvene as a class to discuss the results
of each pair of students. If there are large discrepancies between students’
responses, measure and count the items together. Ask students if their
estimates differed greatly from their results, and talk about why that may
have happened. Allow time for questions. |
Measurement Record Sheet
Bobby Bulldog needs your help. He does not know how to
measure things, and he wants you to show him how. First, estimate the length of
each object. Then, using Unifix Cubes, measure the length of each item and
record it on your paper.
1. Your Name Tag
Estimate
Length in Unifix Cubes
2. The Cover of Your Bin
Estimate
Length in Unifix Cubes
3. The Middle of Your Table
Estimate
Length in Unifix Cubes
4. A Person from Head to Foot (Hint: Lay down on the
carpet and measure the length of a person from his/her head to his/her feet.)
Estimate
Length in Unifix Cubes
|
