Chapter 9 Measuring Up!
Chapter 9 Measuring Up in A Timely Manner
Well this is a neat chapter because it combines two ways to measure.
The first is the one that everyone thinks of, using rulers and planning
out how to build that addition. We will be measuring away to learn how
big things are and how much they weigh and how much things can hold. It
is the hope of this chapter that we can give the names to the
measurement that most kids like to exaggerate quite a bit. We will
measure with what is called non-standard units such a cubes and paper
clips in order to see that there is a reason why the world went to using
the same form of measurement
and to learn actually how to measure something. We will then learn a
tool, the ruler, that we can use so that we are all measuring the same
way! Measure twice and cut once could be a problem everyone was
measuring with different items!!!
The other more sneaky way to think about measuring is time. Yes! Time
is a form of measurement. It might not make as much sense as using
rulers and yardsticks, but time is of the essence!!and the other more
sneaky way to think about measuring and that is time. Yes! Time is a
form of measurement. It might not make as much sense as using rulers and
yardsticks, but time is of the essence!! We do feel really cool measuring items and being able to tell time!
VOCABULARY
centimeter - a unit of measure that is best used for measuring small items
foot - a unit of measure that is the length of a ruler so it is best used for measuring bigger items
half hour - a unit of time equal to 30 minutes
hour - a unit of time equal to 60 minutes
hour hand - the short hand on a clock
inch - a unit of measure that is on a ruler
longest - a distance that is greater than others
minute - a unit used to measure short amounts of time; in one minute , the minute hand moves from one mark to the next
minute hand- the long hand on a clock
shortest- a distance that is less than others
1. Length
We are trying to develop budding carpenters 
and hopefully weekend warriors with this section. All measurements
that we do are approximate so we will generally saying “ about”. Do not
use these measurements to order custom blinds or anything.
·
The longer the unit of measurement ( paper clip versus a pencil) the
fewer units it takes to measure the object. This a reason for using the
non-standard forms of measurement, It also helps to set the stage for
later on when the child has to decide what form of measurement to use
when measuring items. You do not want to measure in inches if you were
measuring a parking lot and would not want to use a foot to measure a
paper clip.
·
An inch and a foot are standard units used to measure length. We read a
great book about a king that wanted a bed made and there were different
people using different sized feet to make the bed. This shows why we
need to use the same measurement so that everyone can understand what we
are talking about. Imagine going to Home Depot and having to translate
different forms of measurement!!! That would cause a lot of trips!!
· A centimeter is a standard unit to measure length. There are times when you just need something smaller!
·
The distance around a shape, otherwise known as the perimeter, can be
measured by adding the measurements of the sides. If you need fencing we
can help here!
·
The area inside a shape can be measured by placing square units on the
shape and counting how many will fit. This is helpful when laying carpet
or tile!!
2. Telling Time 
Minutes…minutes..minutes. We start out learn about the minute. We do a
bunch of activities to help the child understand how long a minute
really is. This allows the child to feel what a minute and therefore
estimate time.
Example :
Point out opportunities for children to establish personal references
for 1 minute. Ask questions such as: “Will it take more or less than 1
minute to take out your book?”
The child is introduced to the standard analog clock or the clock with
the numbers on it. In class we make a clock that has the child’s first
name on the little hand and the last name on the big hand to reinforce
that you say a person’s first name first and the second name last. This
helps the child realize what those mysterious hands are for. We sing a
time song to help us remember how a clock works. We will be telling time
to the hour and half hour.
Once we feel comfortable with the clock on the wall, then we compare
that to a digital clock which we all see on the TV or in the car or on
the DVD player. The trick here is reading the two-digit numbers like
“45” or “51”. It gives us practice in identifying the bigger numbers as
well as telling time. That sure is time management!!
When telling time to the half hour, make sure that the little hand is
in between the hour that it is and what it will be. For example if it is
1:30 the little hand should be in between the 1 and the 2.
Activities for Chapter 9
1. Developing Language to Describe Attributes of Size
Materials: string, connecting cubes or other objects
Procedure:
1. Have the child find objects around the house that is BIG. Have the child explain why she thinks that the object is big.
2. Write the words “long”, “tall”, “wide”, and “heavy” on index cards. Discuss the meanings of each.
3.
Give the child the string and cubes and have the child identify objects
in the house that can be described using the words on the index cards.
4. The child then draws the item on a piece of paper and writes the appropriate word from the index card on the paper.
5. Try again but use objects that are small and discuss words that would be attributed to small items.
2. Make a Time Line to Sequence Events
Materials: several copies of a clock face, paper, crayons, scissors
Procedure:
1. Create a list of activities that the child can complete during the day.
2. Discuss with the child the time that each activity begins and write those times next to the activity.
3. Have the child make a book of the day by drawing a picture of
the activity and then drawing the time on the face of the clock.
4. Put the pictures in time order to make a timeline of events. For
extra practice have the child write at least two sentences about what is
happening in the picture.