Lesson Plan : How Big is A Foot?

Part II

Goals/Objectives:
Students will be able to work in teams to measure class objects with our ____ foot measure

Students will be able to record measurement data

Standards :

2.4 PK.MP Use mathematical processes when measuring; representing, organizing, and
understanding data.

Talk and listen to peers during activities that include measuring, representing, organizing, and
understanding data

Engage in activities that include measuring, representing, organizing, and understanding data.

When prompted, communicate thinking while engaged in activities that include measuring,
representing, organizing, and understanding data.

Materials and Preparation:

Cut out and print copies of a foot outline from the last lesson

a handout with a list of pictorially depicted class landmarks,

Some possible landmarks:

( i will stick with rectangular shaped objects to avoid confusion)

-the tables
-the bear poster
-the bookshelf
-the white board
-the poem poster we have up

Clipboards

Classroom arrangement and management

Students will work in pairs , walking around the class with their clipboards and foot measure

Different groups will be assigned different classroom objects

I will check in on partnerships as needed

The Hook:

I will tell students I want investigate how many _____ steps on each side certain objects are
in the classroom.

i will have a student volunteer and model measuring and recording an object for the class
I will model double checking my world by having my volunteer measure the same thing after me

Then I will transition students to their tables to work in pairs

The Body (15-20 minutes)

Students will freely walk around the classroom with their foot measures and chart recording
measurements

I anticipate that students may have conflict if they both want to measure the same thing
so will not have the same objects on each sheet nor will I have them in the same order to avoid
traffic jams in the classroom

Closure: (1-2 minutes)

We will come back together and share our data and start thinking about comparisons

questions to pose:

What did you notice about the objects we measured?

what did you think some groups got different answers?

What objects were taller ? What objects were shorter ?

Anticipating Students Responses :

I anticipate some students may have challenges working together I will establish that students
take turns and switch who measures and who records after each object

I anticipate some students may finish early or rush through the activity I will give them another
groups worksheet and have them continue the activity

Assessment of Goals:
Students were able to successfully work together to take measurements

Students were able to use numerals and pictures to record measurement data

Accommodations:

I will pair rambunctious students with more calm peers to keep the activity more manageable

I will pair my ESL learner with a student who speaks his native language

I will have multiple versions of the same activity for early finishers