Lesson Plan:

# What's the Length?

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July 9, 2015
Standards
July 9, 2015

## 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