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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 measurement is 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.
- Show students real objects, such as rulers and tape measures, as examples of measurement tools.
- Have students share names for measuring tools in their home language (L1).
- Activate background knowledge by having students tell you about a time they have measured something in the past.
- Tell students turn and talk to a partner to describe a time they have measured something, or been measured themselves (e.g., while cooking or during a doctor's visit).
Explicit Instruction/Teacher modeling(15 minutes)
- Read aloud The Foot Book by 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?
- Create a quick sketch of a stick figure and work with students to label key body parts in English.
- Review formation of regular plurals with students by writing, "One hand, two hands" and enunciating the s. Tell students that the word foot works differently, and in English two feet, not two foots is correct.
- Remind students that a plural noun is more than one of something. Plurals are usually formed by adding an "s" to the noun.
- Tell students that feet is the irregular plural form of foot. Provide a few more examples of irregular plurals, such as mice and teeth. Create a chart, inviting students to share examples as well.
Guided Practice(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.
- Teach vocabulary by giving examples and including gestures that illustrate concepts of shorter, longer, and the same length as.
- Provide sentence frames such as:
- The _____ is longer than my foot.
- The ____ is shorter than my foot.
- The _____ is about the same length as my foot.
- Model the procedure for measuring the length of the table using the foot outline. Remind students to line up the edge of the foot outline with the edge of the table, and not allow spaces between the units as they measure.
- Students can work with a partner to compare the length of their foot to objects in the classroom.
Independent working time(20 minutes)
- Hold up a one-foot ruler.
- Explain that when measuring, 12 inches is 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.
- Work with students in a teacher-led small group to measure their feet.
- Create a chart that outlines the steps for measuring accurately.
- Allow students to use their home language to explain the steps to measure accurately.
- Teach students that the abbreviation for inches is "in." and the abbreviation for feet is "ft."
- Make sure students include a unit of measurement as they measure.
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.
- Listen as students explain the steps to measure with a ruler to a partner.
- Assess that students are able to compare their measurement with another student using phrases such as "longer than" and "shorter than."
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.
- Invite students to brainstorm examples of objects in the classroom that are about an inch long.
- Create a chart titled "One Inch" and list students responses with a sketch of the object for reference.
- Create a T-Chart and label the left column "Inch" and the right column "Foot."
- Ask students to share examples of objects that are about a foot or inch long.
- Remind students that if you line up 12 one-inch objects end to end the total length would be 12 inches, or one foot.