This unit plan project focuses on “Measurement” in Mathematics, as students will explore customary as well as standard units of measurement, develop an understanding of measurements of linear distance and compare units of measurement, using the knowledge gained.  This unit plan is also intended to prepare students for the measurement of additional units, such as time, capacity, and weight by introducing them to the variety of measuring tools used to measure the real-world objects to which they can relate.  Therefore, it becomes apparent that this unit is important mathematically because one cannot get by in the real world without measurement and its standards.  Measurement is a life skill.  If our society did not have measurement, what would one use?  After experiencing such an issue in the first activity of this unit, it is expected that students will quickly comprehend the importance of measurement and its use.  While this importance is comprehended, students will also be using mathematics to compare and look at things from another perspective, another life skill. 

Additionally, Day Eight focuses on an activity involving perimeter.  Throughout this activity, students will use perimeter to think logically about its importance, while reviewing their addition facts.  Those students which usually have difficulty with addition are likely to be more concerned with the idea of creating a new art gallery for the king than their difficulty with solving basic math skills.  Therefore, this activity is not only intended to teach students the concept of perimeter, but it is also intended to improve struggles, such as addition for students as their concentration of the activity distracts them from their difficulties and thus explores their true potentials in mathematics.  Another example of why this unit of measurement is important for students can be seen in Day Nine’s lesson on the mile.  Throughout this lesson, students work to help the king to determine how long a mile truly is.  This analysis not only helps students to observe the number of feet in a mile using numbers, but it also helps them to train their eyes, while improving estimation skills and spatial sense.

Students may be drawn to this particular mathematical unit because it encourages them to choose and apply their own strategies which they will have previously learned.  Also, this unit stresses the Work Backward strategy for problem solving, which is intended to remind students of the variety of strategies which can aid them in solving their task.  More importantly, measurement is meant to appeal to students because it allows for hands on activities, which can be very engaging and beneficial, especially for students with special needs. 

In order to hook student at the beginning, this measurement unit focuses on getting students up and out of their seats almost daily.  This change of pace in mathematics ultimately makes the hands on activities previously mentioned more intriguing for students, regardless of need, or lack their of.  This unit is also intended to capture each student’s interest and attention as it creates a little healthy competition amongst students.  This competition throughout each activity makes the unit and math in general, more fun.   Students will begin to forget about their possible misconceptions of math as being intimidating, and will instead start to convince themselves of their mathematic potential as they engage in a learning that will ultimately affect the rest of their lives. 

The scope and sequence of this particular unit focus first on the standards of measurement, followed by the equivalences of measurement, then time measurement, as well as the measurement of weight, and finally liquid measurement.  Each of these portions of measurement will be assessed daily as they become guidelines for each progression of the following days and activities.  As previously mentioned, this scope has been designed to meet a number of learning objectives for the students. 

Again, upon the completion of the measurement unit, students will have explored and comprehended the standards of measurement as well as their usefulness in everyday situations.  Also, students will be able to utilize what they have learned to compare their knowledge with the world around them, which will ultimately reinforce their success with the unit as a whole.  Finally, students will be able to apply the various strategies learned throughout the unit to become better, more accurate problem solvers. 

This unit reflects the NCTM Standards for Grades 3-5 as it addresses the following concepts which align with these standards:

·        Number & Operations

·        Measurement

·        Data Analysis & Probability

·        Problem Solving

·        Reasoning & Proof

·        Communication

·        Connections

·        Representation

 

This unit also aligns with the following Illinois Learning Standards for Mathematics:

http://www.isbe.state.il.us/ils/mathassess/stageD/math_stageDdes.htm

 

  6.C.1.  Develop and use strategies (e.g., compatible numbers, front-end estimation) to estimate the results of whole number computations and to judge the reasonableness of such results.  

  7.A.1.  Measure with a greater degree of accuracy.

  7.A.2.  Convert U.S. customary measurements into larger or smaller units with the help of conversion charts.

  7.A.3.  Convert linear metric measurements into larger or smaller units with the help of a conversion chart.

  7.B.1.  Develop and discuss strategies for estimating the perimeters, areas, and volumes of regular and nonregular shapes.

  7.B.2.  Develop and use common referents for volume, weight/mass, capacity, area, and angle measures to make comparisons and estimates.

  8.C.1.  Solve problems with whole numbers using appropriate field properties.

10.A.2.  Describe the shape and important features of a set of data and compare related data sets.

10.A.4.  Propose and justify conclusions and predictions that are based on data.

10.B.1.  Collect data using observations and experiments.

10.B.2.  Propose a further investigation to verify or refute a prediction.