Measuring A Foot
Lesson 7 of 13
Objective: SWBAT measure area by covering an outline with inch tiles. SWBAT record, organize, and interpret numerical information.
Introducing Covering A Foot
"Look at my shoe, How big do you think the size of my foot is?" I start by asking the students this question to get their attention. I allow for a barrage of answers and then move on.
"Today we are going to be talking about for foot. How many of you know the size of your shoe? Your shoe size is one way of measuring your foot. We are going to look at another way of measuring your foot today.
To do this, you must first work with a partner and trace around your shoe using a marker and a piece of paper. I am going to model this for you (See video: Tracing A Foot)."
Once my foot has been traced, I label the paper with my name and tell students they should do the same when it's their turn.
"Suppose I wanted to use our inch tiles to see how big my foot is. What can I do?" I then take several suggestions (see video clip titled, Measuring A Foot). I then move to the idea that we are going to use the tiles to cover the entire foot. "We are going to use the tiles to cover the entire outline of our foot. This is called finding the area of my foot. The area is the space that my foot covers."
I then start modeling covering a foot with tiles and discuss how we will handle things like spaces and tiles that don't totally fit onto the image. I will do this with the class with the idea of coming up with a common understanding of how we will measure. You will have to discuss with your class who you will handle titles that don't completely fit in the outline. It is important that the class comes up with a consensus of how those tiles will be counted.
Once the image is filled, I show the students a sample of 10 tiles and ask them "if they think my foot is more or less than 10 tiles?" I ask them to justify their answer (see video Is It More Than 10). I then ask about more than 20 and 40 looking for justification each time.
We then count them and I introduce the idea of counting with a strategy. I will model putting them into groups of ten and then counting by tens and ones when I am finished. I discuss why this is a good strategy and how it helps if I lose count. At the end I model who to double check the count.
Once we have the total, I explain: "Once you have a total, you will have to write your name and amount on a stick it note and place it on the whiteboard. This is how you will record your results." In this activity, students are covering an outline with tiles and then using those tiles to represent a numerical value of the total needed to cover a space, which helps support engagement with MP4. Students are decontextualizing the area of their foot by representing it symbolically.
Although the concept of area is not the focus in this lesson or even 1st grade, it is an opportunity to expose the students to a concept that will be an area of focus in later grades.
Covering Our Own Foot
Students will now partner up and repeat the process that was just modeled in the previous section. I have included two video clips that model how students can trace each other's foot and who to cover the outline with tiles. The students will be counting their total number of tiles needed to cover their foot outline, which supports counting within the first grade range as well (CCSS.Math.Content.1.NBT.A.1).
As students are working, you should circulate and observe how comfortable students are with the number names, as they count their tiles. You can also look for how accurate they are with their count and how they do with writing larger two digit numbers. Do they need to look at the number line to find the correct way to record the number?
Displaying Our Data
I gather the students in front of the whiteboard. This is where they have posted all of their data on stick it notes (see resource image). I first ask them; "How will we know if we have everyone's data?" Note: This is something that I work on with each days Morning Meeting Poll and my students are quite aware of how to figure these type of things out. "With the stick it notes scattered all of the board, is it easy to figure out who had one number of tiles? How could we make it easier to read?" I take suggestions from the class. If no one suggest putting the data smallest to largest, then you should do so yourself. In this case, students are meeting the CCSS expectation of modeling with mathematics (CCSS.MATH.PRACTICE.MP4). They are organizing and displaying data in a way that the reader can easily determine the outcomes.
I then lead them through ordering the numbers and asking questions like; "Which number should go first? Which number will be next?" Once the graph is built, I ask then ask them to make I notice statements about the information. Again, this is something that I work on daily, so this will come naturally to them. You may need to prompt you students with questions like, How many people had 22 tiles?
In this activity the students are organizing, reprinting, and interpreting data with multiple categories (CCSS.MATH.CONTENT.1.MD.C.4).
I end the session with the attached Fact Fluency Sheet. I want to see how fast students are solving the different type of equations. I go over the sheet with the students and point out the different sections of the sheet. I let them know that I will give them 20 seconds for each section. It is ok if you don't finish the section I just want to see who many you can do in 20 seconds. We then start with the first section and continue with each subsequent section. *Note: I have the kids spread out around the room so they can't look at a neighbor's sheet.
I do this activity to work on the skill of answering facts fluently. I can then make flash cards for each child's need. For instance, if a student struggles with the doubles fact section, I can give them a set of doubles flash cards to practice their facts. I have included the sets of flash cards that I use in my room. They are sequential in their relationships and students should work through them in order. In other words, students can use their knowledge form previous sets to solve the current set.