# Shoe Organization: Measure and Order

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## Objective

SWBAT measure objects using nonstandard units. SWBAT order three objects based on their measurements.

#### Big Idea

Students pretend to be shoe salesmen as they organize shoes from shortest to longest and review key measurement concepts.

## Setting Up the Learning

5 minutes

See attached video for Common Core alignment!

Review:

We worked on putting things in order from longest to shortest/shortest to longest. Today we are going to practice that again, but we are going to do it after measuring three lengths.

Connect

We measure all the time in real life. When your mom sees if you have a fever, she is measuring how hot or cold you are. When you check the clock, you are measuring how many minutes something takes. Fishermen have to measure fish to determine if they are a keeper or not. When we measure how long something is, we are measuring length.

Objective :

Your thinking job today is: When we put lengths in order, what pattern do we notice in the numbers?

## Opening Discussion

10 minutes

Present problem: I have 3 shoes that I need to measure and then put in my shoe store. I organized my shoes from shortest to longest. How can I put these in order?

I will have 3 students take off their shoes (giggling begins!) to use in the shoe store.

I’ll choose 3 students to model measuring the shoes with cubes, and then have a student put the shoes in order from shortest to longest.

• I hold students to being very precise in measuring the shoes-no gaps and making sure they go from end to end. Measurement is a great way to address MP6 (Attend to precision). Students have to be very careful as they measure and be precise in how they communicate. Students also have to use precise language to describe the order, stating that they are from shortest to longest and not the other way around.

Guiding Questions (after ordering the shoes from shortest to longest):

• Look at the numbers that relate to each shoe’s length. What is happening with the numbers?
• How are these numbers different from each other?
• Let’s switch this to longest to shortest. How will that change what is happening to the numbers? Why are the numbers getting smaller now?

## Student Share

15 minutes

"Now you are going to get your own set of 3 shoes. I want you to measure them and order them from shortest to longest." (See attached Student Share documents!)

As students work, I’ll check to make sure:

• They are following measurement guidelines consistently.
• When they order them, they understand how to put them in order from shortest to longest.
• They are noticing that the numbers are increasing as the shoe length increases.

Bring students back together. I’ll have one student share out their measurements and how they ordered them.

Guiding Questions:

• Why did this one go first? Would it go first if we were ordering longest to shortest?
• What is happening to the numbers for the shoe lengths? Are they getting bigger, smaller, or staying the same?

## Independent Practice

15 minutes

Directions:

1. Students measure the shoes using cubes.
2. Students record the length on the shoe.
3. Students order the shoes from shortest to longest or longest to shortest.

Intervention (Group A): Students measure and order 3 shoes. Students have the scaffold of which one goes first in the boxes to help them remember how to order from shortest to longest/longest to shortest.

Extension (Group C): Students draw a fourth shoe. They have to determine if the 4th shoe should be bigger or smaller (depending on if they are ordering from shortest to longest or longest to shortest)

See attached independent practice documents!

## Closing

5 minutes

Students share their measurements and how they ordered with a partner. Partner checks the work to make sure it is ordered correctly.