Lesson Plan:

What's the Length?

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Grade
Subject
July 9, 2015
by Ginger Bruster

Learning Objectives

Students will be able to measure and estimate lengths using inches and feet.

Lesson

Introduction (5 minutes)

  • Tell students that today they will be using a ruler to measure using inches, a unit of measurement equal to 2.54 cm or about the diameter of a quarter, and feet, a unit of measurement equal to 12 inches or about the height of a folder.
  • Review with students how to use a ruler to measure feet and inches.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Explain to students how to estimate a measurement. For example: Ask students whether a coffee cup is more likely to be 5 inches or 5 feet tall. They should logically come up with the answer that a coffee cup is 5 inches tall.
  • Wander around the classroom and measure a few things to solidify this idea for your students.

Guided Practice/Interactive Modeling (10 minutes)

  • Ask students to measure some objects at their desks.
  • Show them that some objects can be measured using both inches and feet, for example, a desk.
  • Review that an estimation is an educated guess, in this case, of the length of an object.
  • Explain that next they will measure some objects around the room, followed by completing two measurement worksheets by estimating.

Independent Working Time (20 minutes)

  • Have students partner up and measure 10 things around the room, the pair will need to write down what they measured and the measurements.
  • Have students complete the two measurement worksheets.

Extend

Differentiation

  • Enrichment: Students may measure larger objects with a meter stick.
  • Support: Have students focus on 5 objects to measure instead of 10.

Review

Assessment (5 minutes)

  • Students will be assessed by their recorded measurements and the correctness of their worksheets.

Review and Closing (5 minutes)

  • Have students share some of the different items they measured and their measurements.
  • Ask students if they had a hard time measuring anything and why it could've been difficult. Example: students may have tried measuring something long, such as a bulletin board, with a ruler, and had a hard time keeping exact measurements

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