Lesson Plan:

What's the Length?

2.7 based on 7 ratings
July 9, 2015
by Ginger Bruster
Download lesson plan
July 9, 2015
by Ginger Bruster

Learning Objectives

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


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.



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


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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