##
* *Reflection: Checks for Understanding
Bigger Than A Foot - Section 2: Teaching the Lesson

I asked students to predict how long the classroom rug was. I recorded our predictions and we looked at the most common guess. Next I asked students how we would figure it out. Several students suggested using their hands to be about a foot and then moving across the rug. The suggestion of using hands tells me that students still do not have a solid understanding of standard measurements and the need for precision in measurement (MP6).

Another student suggested using a ruler but when I asked him to show me how he would use a 12 inch ruler to measure such a distance (9 feet), the child showed how he would use the ruler and then move it along and read it again. He did not show that he would mark the end of the ruler before moving it to a new position. He is showing that he is not clear on how to use a ruler to accurately measure lengths greater than 1 foot ( to use tools appropriately (MP5).

Both students had some idea about measurement, but showed some misunderstanding about when and how to measure with precision.

The discussion helped me to realize that before letting students work independently in centers, I needed to reinforce the difference between estimation and precise measurement as well as how to use a ruler to measure greater lengths with precision (MP6).

*Semi Understanding*

*Checks for Understanding: Semi Understanding*

# Bigger Than A Foot

Lesson 7 of 9

## Objective: SWBAT measure distances larger than a foot and translate the amount into inches.

#### Warm Up

*10 min*

I begin today by asking how many inches in a foot? I ask them to write the number in their math journal.

Well if there are 12 inches in a foot, would 18 inches be bigger or smaller than a foot? How about 9 inches? How much bigger than a foot is 21 inches? (I ask students to write the answer in their journals.) I ask for someone to share his/her answer. How do you know how much bigger it is?

I repeat the process with "How much smaller than a foot is 8 inches? How do you know?"

I ask students to show me with their hands, about how big a foot is. (This is just a quick check for me if they have a conceptual idea of what a foot really is.

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#### Teaching the Lesson

*20 min*

I invite students to come to the rug. I ask them how many feet long they think the rug is? How could we find out? (Students may suggest using multiple rulers, moving rulers, or using a yard stick or measuring tape.) We employ the ways they suggest and compare our findings. We talk about any differences we may have found. (Moving the ruler or yardstick not exactly, reporting in inches and not in feet, etc.)

I tell students that today I would like them to measure the height of a partner using a ruler and a yardstick. They will have their partner stand against a wall and they will make a very light pencil mark to show the height. Next they will use the yardstick to find out how many feet and inches their partner is. They will record the answer on their paper and then repeat the process using a ruler. After they have recorded 2 measurements they will switch places and have their partner measure them. When they have finished measuring each other they will return to the rug.

I ask students whether it was easier to measure the larger item (themselves) using the ruler or the yardstick and why? I accept both answers with a logical reason. We talk about why some people may prefer the ruler and some the yardstick. I now ask them which do they think is more accurate. CC standards suggest that students should attend to precision (MP6) and the idea of which is more accurate supports this standard. It may be easier to measure with the ruler, but if we are not careful about marking an endpoint, it may not be as accurate as just moving the yardstick once.

I ask how many inches in a yardstick? How many feet? Could we figure out how many inches in 2 feet? How would we do that? (repeated addition 12 + 12) How about 4 feet? I record their ideas on the easel and allow volunteers to come up and show us their thinking on how they figured out the inches in 2 feet.

I tell students that today we will be measuring in inches so we will need to remember that each ruler is 12 inches and the yardstick is 36 inches. (We can read these numbers right off of our tool to help us remember and we will record our measurements in inches.)

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#### Independent Practice Centers

*30 min*

I tell students that we will be working in 3 groups for a little while.

One group will be practicing measuring objects with a ruler. The objects are laid out, and there are recording sheets on the table. The objects include a board eraser, a dictionary, a paperback book, a crayon box, a stapler and a game box of about 18 inches in length.

A second group will be measuring with a yardstick. There are several items for them to measure and record the size. They will measure the door, a chair, a desk and a bulletin board.

The third group will be comparing sizes of things in inches. They will measure 2 objects and find out how much bigger the biggest object is. They will measure a crayon box, a pencil, a marker, a deck of cards, a matchbox car, a 6 inch teddy bear, and a piece of 12 x 18 construction paper.

I give the students a recording sheet for them to use as they move from center to center. I tell them they will have 10 minutes at each center. I rotate from center to center supporting students who may be struggling.

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#### Closing

*5 min*

I ask students to clean up the area they are at and then return to their seats with their recording sheets for the day. I ask them on the back of one paper to write how many inches in a foot. I ask them to write how many feet in a yard and finally how many inches in a yard.

I collect the papers and then we say together:

12 inches make a foot

A foot is like a book

If I add 3

Then what I see

Is a yard

This isn’t hard.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Math Treasure Hunt
- LESSON 2: Measurement and Symmetry
- LESSON 3: Adding and Subtracting with Lengths
- LESSON 4: Working with Larger Numbers
- LESSON 5: Larger Distances
- LESSON 6: How Big Is A Foot?
- LESSON 7: Bigger Than A Foot
- LESSON 8: Centimeters and Inches
- LESSON 9: Measuring in Centimeters