She had done some previous lessons with her students on what distance is. They co-created an anchor chart that is hung up in the classroom. You can see how the chart is written in simple language, uses colours and also uses pictures to help students. It is a really good example of how you can use the students in the chart (and to help you make the chart) to make them more engaged in the learning.
For the minds-on of the lesson the students created paper airplanes. For the action, the students predicted how far they thought their airplane would fly. Mary used the tiles in the hallway as the non-standard unit of measure as there were many of them, and the students could count them easily. After each flight, the students then wrote down the actual distance that their airplane went. They then repeated this two more times. As each student was having a turn, they came up with different ways that they could count the tiles. Some counted by 1s, some by 2s, and some by 5s. Regardless of how they chose to count, they all came up with the same answer. Here is the recording sheet that they used to record their information:
For the consolidation the students came together on the carpet to share their results and answer questions about the data that they had in front of them. What is great about this lesson is that although the students were measuring using non-standard units, they also got the chance to use skills from other strands like Number Sense and Numeration (for skip counting) and also a bit of Data Management as they talked about the data they had collected, and made inferences about what they saw. Their learning was recorded on a chart:
The students also talked more about the unit that they used to measure with by justifying why they thought the tiles were a good unit to measure with and also listed other things they could use to measure distance.
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