Lesson Plan College of Saint Benedict/Saint Johns University

Title of Lesson: Paper Clips in the Classroom

Grade Level: 1
NCTM Standard: Measurement
Process Standard(s): Communication, Mathematical Reasoning

Minnesota Academic Standards: Objectives:

[Link] Measure the length of an object SWBAT
in terms of multiple copies of another Correctly measure different
object. classroom objects using large
paperclips and small paperclips.

Rationale:
Measuring using nonstandard methods, such as using paper clips, is important
because it allows students to explore basic concepts of measuring such as what one
unit means and rules for measuring including no overlapping, no gaps, and rounded
versus exact measurement. It relates to prior learning because students have
measured using their body parts in previous lessons. This is another form of
nonstandard measurement. It relates to future learning because as standard
measurement is introduced using a ruler, we can refer back to some of the basic
rules we used with paper clips (see above for rules).

Kid friendly version: If you are making a tie blanket for your baby brother, you need
to be able to measure so the blanket is not too big or too small.

Materials/Preparation Needed:
Large paperclips
Small paperclips
Measurement worksheet (1 per student)

List and define:

1. discipline specific language:
Measure: use paperclips to see how long an object is
Non-standard measurement: using objects, rather than a ruler, to find the length of
an object
Tally system: counting using vertical marks
Answer: the numbers you recorded for measurements
2. academic language:
Practice: do the measuring again and again
Measure: use paperclips to see how long an object is
Object: thing being measured
Record: write down number of paperclips used
Explain: say why you thought your answer was correct
Overlap: paperclips on top of each other
Switch: move to the next station
Roles: job at the station (record or measure)
Method: ways of measuring
Appointment: pairing up with someone using eye contact, silently
Straight: no curves, a line
Size: how big the paper clip is
Station: place where students measure different objects with paperclips

Anticipatory Set: (5 minutes)

[Link]
Students will watch this video regarding non-standard measurement,
measurement with paperclips. A woman is measuring a pencil using paperclips
but has problems getting the correct measurement because she uses too few,
doesnt line them up straight, spreads them out, and uses two different sizes.
She asks Do you see something wrong? after she tries each method. When she
asks this, pause the video and ask students to share ideas. Then she asks what
she needs to do to get the correct measurement. At this time, the teacher will
stop the video and ask, what do you remember about measuring when we
measured using body parts? Where did you start the measurement? Where did
you put each body part? After students answer, the teacher will play the video
and the woman will review the rules. Students will put their thumbs up if that
was something we talked about as a class.

Procedure: (25 minutes)

Now, students will have the opportunity to work in partners to practicing measuring
with two different sizes of paper clips.
Students would start by making a silent appointment where they find a partner
with their eyes rather than their voices and then raise their hand when they have a
partner. Now that the partners are selected, students will be able to focus on the
instructions for the activity.

Each of the six tables in the classroom will be a station where a different object is
measured with small and large paper clips. Two partner groups will be at each
station, so at least two objects will be provided at each station along with the two
sizes of paper clips.
Station 1: Pencil
Station 2: Crayon
Station 3: Book
Station 4: Desk/Table
Station 5: Scissors
Station 6: Hand (partners measure each others hands)

Pass out the recording worksheet to students and explain the following instructions:
Today, we are going to practice measuring things in our classroom. Who can remind
me what measuring means? If you remember back to the lesson when we measured
things with our body parts, the problem was that our arms, hands, and feet were all
different sizes, so even though we were measuring the same object, we got different
answers. Today we are going to use two different sizes of paper clips to measure
objects. This will help us come up with answers that are close to the same. Here is
how the activity is going to work. There are different objects at every table around
the room. In a minute, I will give you and your partner a number 1-6. This is the
station you will start at. You will have 3 minutes at each station to measure the
object in two ways: once using large paper clips and once using small paper clips.
The first partner will record while the second one measures with the large paper
clips, and then you will switch roles so the first partner now measures with the small
paper clips and the second partner records. Switching will make sure everyone gets
to practice recording and measuring at every station (demonstrate this with a
student helper at an example station if necessary so students can see the tasks and
role changes).

Ask students to think back to the anticipatory set--What are rules we need to
remember when we are measuring with paper clips (no overlapping or gaps)? Then
explain that students should record the closet amount of full/whole paper clips that
fit on the object being measured.

Encourage students to find other objects at their tables or on their bodies that they
could measure if they finish a station early.

Have students pair together by making a bridge with their hands. Assign each group
a number 1-6. Let students move to station like any form of transportation (car,
bike, plane, train, etc.) they want to, and let them begin. Start a time to keep track of
the 3 minutes per station. While students are working, circulate the classroom
asking groups questions such as What is difficult about using paper clips to
measure? Did your group and the other group at the table get the same answers?
If not, why do you think this happened? What other ways do you think we could
measure so we all get the same answers every time?

Once students have completed all 6 stations, surprise them with a bonus where they
get an additional 3 minutes to measure any object in the room that they want.
Remind them that they only have 3 minutes, so they shouldnt pick an object that is
too big. Have them record their findings on the back of the worksheet.

Come together as a class. Then compile their answers for each object by creating a
tally system on the board. Ask students, Why do you think there are differences in
the responses? How could we measure differently to make sure that all of us get
the same answers? What did you learn about measuring by using different sized
paper clips today?

Assessment of Learning:
Measurement Worksheet
1: Beginning 2: Developing 3: Proficient 4: Exceeds

SWBAT: begin to SWBAT: measure SWBAT: correctly SWBAT: correctly

measure classroom classroom objects measure classroom measure classroom
objects using a using a small and objects using large objects using a
small and large large paperclip paperclips and a small and large
paperclip with help with assistance small paperclips paperclip, as well
from teacher. from partner. as with a ruler.

Closure: (5 minutes)
Snowballs! Ask students to give a thumbs up/middle/down for how much they
enjoyed measuring with paper clips. Then ask students to think of other ways they
want to try measuring. Have them write an idea down on a sheet of paper, crumple
it up, and throw it across the room. Then students pick up someone elses snowball,
open it, and read it. Ask students to share any responses they think are creative or
fun. Use these ideas to integrate into a future lesson as you transition from
nonstandard to standard forms of measurement.
Assignment:
N/A

Accommodations:
Accommodating for Multiple Intelligences:
Kinesthetic: Students will get to move when the go from station to station
measuring different classroom objects.
Interpersonal: Students will work with a partner during the activity, they will get to
share ideas with that partner
Intrapersonal: Students fill in their worksheet on their own, they do individual
work, even though they work with a partner.
Visual: Using real objects and paperclips while measuring helps students who are
visual learners and need to see what they are doing.
Mathematical: measuring with paper clips and recording class answers on the board
to analyze results

Accommodating Diverse Learners:

On the recording sheet, there are pictures of each object that is to be measured. EL
learners will benefit from this because they will know exactly what to measure.
Having the physical object at each station will also help EL learners because they get
to see and touch the object.

The video played in the anticipatory set shows examples of how not to measure, as
well as an example of how to measure. EL learners will benefit from this video
because even if they do not understand what is being said, they will be able to watch
how to correctly measure using paperclips.

Accommodations for struggling learners include just focusing on one size of paper
clips rather than two. They would only be required to fill out the big paper clips
column.

For advanced learners, this lesson could be made more challenging by encouraging
them to use a ruler to measure the objects as well. They can create a third column to
record the answers in inches and/or centimeters.

Reflection
N/A