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Students will be able to understand length measurements in terms of inches and feet.
- Begin the lesson with an introduction to measurement. Explain that MeasurementIs a way to determine how long or wide something is.
- List the names of some tools that are used for measurement, e.g. rulers or measuring tape.
Explicit Instruction/Teacher modeling(15 minutes)
- Read aloud The Foot BookBy Dr. Seuss.
- Pause occasionally to ask students for their opinions and observations.
- After you finish reading, conduct a short discussion. Great questions to start with are: What kind of feet were your favorite? How many pairs of feet do you think there were in the book?
Guided practise(25 minutes)
- Hand out a sheet of paper and a marker to each student.
- Have her take off one of her shoes, trace along her foot on the paper, and cut out the outline.
- Ask two volunteers to check how many of their foot outlines fit in the length of a table. Have them share their findings with the rest of the class.
- Ask students to think about whose foot is smaller. A good guiding question is: Whose foot outline fits into the table more times?
- Have students use their foot outlines to measure objects in the classroom, and ask them to compare their findings as they move around, following the volunteers' example.
Independent working time(20 minutes)
- Hold up a one-foot ruler.
- Explain that when measuring, 12 InchesIs equal to one Foot.
- Demonstrate this by pointing at the ruler's 12-inch mark. Tell students that your ruler is a one-foot ruler. Your one-foot ruler only goes up to the 12-inch mark because the two lengths are equal.
- Have each student measure her foot using the Foot Measurements worksheet and a ruler.
- After all students have drawn and measured their feet, allow them to share their results with one another.
Enrichment:Have advanced students work on the Short and Tall worksheet between activities.
- Support:Guide struggling students through measuring objects in the classroom. Show them which side of the ruler to use, and remind them that 12 inches and one foot are the same length.
- Record each student's measurement, and check to see whether any numbers are much smaller or larger than normal.
- It could be that students who came up with abnormal results measured using the wrong side of the ruler. These students should be asked to try again.
Review and closing(5 minutes)
- Ask students to hold up their rulers and show you how long an inch is.
- Ask them to tell you how many inches are in a foot.