INSTRUCTIONAL PLANNING LESSON

Overview and Context

Your name(s): Priscilla Fisher
Grade level and school: 1
st
grade, Burns Park
Title of lesson/activit: Personal !Foot" and #tandard Foot
Teaching date(s) and time(s): $onda, %ovem&er '(, ')1*
+stimated time for
lesson/activit:
*( min,
-vervie. of lesson: #tudents measure o&/ects .ith their 0ersonal feet and .ith
a standard foot, The o&/ective of this lesson is to 0rovide
0ractice measuring .ith a nonstandard unit and .ith the
standard foot1 and to facilitate understanding of the need
for standard units,
2onte3t of lesson: Prior to this lesson, students learned nonstandard linear
measurements & measuring o&/ects and com0aring
lengths using nonstandard units, Follo.ing this lesson,
students .ill &egin to e30lore the inch as a standard unit of
length and 0ractice measuring o&/ects to the nearest inch,
This lesson is meant to 0re0are students to understand the
di4erence &et.een standard and nonstandard units of
measurement and the im0ortance of the standard forms,
#ources: +verda $athematics Teacher 5esson Guide
Learning Goals
5earning Goals 2onnection to #tandards 2onnection to 6ctivities
#tudents .ill &e a&le to7
$easure o&/ects using
nonstandard and standard
measurement tools,
1,-6,1 8se addition and
su&traction .ithin ') to solve
.ord 0ro&lems involving
situations of adding to, taking
from, 0utting together, taking
a0art, and com0aring, .ith
unkno.ns in all 0ositions,
e,g,, & using o&/ects, dra.ings
and e9uations .ith a sm&ol
for the unkno.n num&er to
re0resent the 0ro&lem
$easuring t.o o&/ects
.ith their 0ersonal foot
and the same t.o
o&/ects using a standard
foot,
#tudents .ill &e a&le to7
:i4erentiate the im0ortance of
a nonstandard tool of
measurement to a standard
tool of measurement,
1,$:,' +30ress the length
of an o&/ect as a .hole num&er
of length units, & laing
multi0le co0ies of a shorter
o&/ect (the length unit) end to
end1 understand that the length
measurement of an o&/ect is the
num&er of same;si<e length
units that s0an it .ith no ga0s
or overla0s, 5imit to conte3ts
.here the o&/ect &eing
measured is s0anned & a .hole
num&er of length units .ith no
ga0s or overla0s,
Grou0 discussion a&out
.h using the same
standard foot to
measure creates a
similar measurement
across di4erent
students,
8niversit of $ichigan, 8ndergraduate Teacher +ducation Program 0age 1 of =
Attending to the Learners
6ntici0ating student ideas: Prior kno.ledge:
>n lesson ?;' the students learned ho. to measure o&/ects
using nonstandard units of measurement, #ome students
ma have e30erience .orking .ith a ruler or have &een
e30osed to units of measurement (taking their height at
the doctor@s oAce),

6lternative >deas or 2hallenges:
#tudents 0ut ga0s &et.een their feet and get
incorrect res0onses,
Bounding u0 or do.n can &e challenging for
students,
5ikel res0onses:
6 foot (as a measurement) is deCned & ho. long
an individual@s actual foot is,
$aking the content accessi&le
to all students:
>f time is short, rather than have children trace and
cut out their feet, have them take o4 their shoes
and use the shoes as their 0ersonal !feet" for
measuring,
Precut the standard foot so that students have the
e3act same tool,
2reate a .ord &ank and deCne,
Assessments
T0e of 6ssessment 5earning;Goals 2onnection
Teacher o&servation $easure o&/ects using nonstandard and standard measurement
tools,
Grou0 discussions :i4erentiate the im0ortance of a nonstandard tool of measurement
to a standard tool of measurement,
Instrutional Se!uene
$aterials
:
$ath Dournals, 0age =)
2onstruction 0a0er
Eriting material
#cissors
2hart of a00ro0riate o&/ects to measure
Foot;5ong Foot cutout
Time #te0s :escri&ing Ehat the Teacher and #tudents Eill
:o
%otes and Beminders
(including management
considerations)
(
min,
>nvite students to share their ans.ers to the
$ath $essage 0ro&lem,
!$athematicians: if an adult and a child measured
the same thing .ith their feet, .h might the get
di4erent ans.ersF" G Their feet are di4erent lengths,
$ake sure that .hile
measuring there are
no ga0s &eing left
&et.een the feet,
8niversit of $ichigan, 8ndergraduate Teacher +ducation Program 0age ' of =
Prove the ans.er .ith a measurement
activit:
!5et us see if it is true that the length of our feet
a4ects the ans.er .e get .hen .e measure things
using our o.n feet, > am going to measure this rug
using m feet, %otice that > am .alking heel to toe
and am not leaving an ga0s &et.een m feet,"
!Ho. man teacher feet did it take to measure the
distance across our rugF"
Becord the ans.er,
!%o. let us have one of ou do the same,"
!%otice .hat a careful /o& I is doing measuring, I is
carefull lining u0 his/her feet so there are no ga0s,"
!Ho. man student feet did it take to measure the
distance across our rugF"
Becord the ans.er,
:iscuss .ho got the larger total num&er of
units,
!Eho got the larger total num&er of unitsF"
!>t a00ears that it takes more small units than large
units to measure something,"
1)
min,
$easuring .ith construction 0a0er cutouts of
students@ feet,
!Ee are going to &e e30loring this idea a &it further
& .orking in our $ath Dournals on 0age =), 5et us
go through the ste0s together &efore ou &egin
.orking inde0endentl:"
1, !6s > release ou & ta&le color, take one
0iece of construction 0a0er and trace our
foot .ith a 0encil, You can leave our shoe on
or take it o4, it@s u0 to ou,"
', !6fter ou trace, cut out our tracing and
.rite our name on the 0a0er,"
; :emonstrate the tracing and cutting,
*, !Take our foot cutout and measure t.o
things in the room and record our ans.er in
our $ath Dournal & .riting: > measured
(.hatever ou measured), >t is a&out
(num&er of our feet) (our name) feet, %o.,
let us get startedJ"
Have ta&le managers
0ass out $ath
Dournals,
Have construction
0a0er 0recut and laid
out on &ack ta&le,
Give students (
minutes to Cnd and
measure o&/ects,
6llo. time for cutting,
Give a list of things
students can
measure,
Eatch children .ho
are:
; -verla00ing units
; 5eaving ga0s
; %ot naming
measurements
8niversit of $ichigan, 8ndergraduate Teacher +ducation Program 0age * of =
!>f ou Cnish &efore .e come &ack together, Cnd a
friend that measured the same o&/ect and notice if
our measurements are the same or di4erent,"
(
min,
Bring grou0 together on run to com0are
measurements,
!Eho measured the .idth of the doorF Ehat .as
our measurementF Eho else measured the .idth of
the doorF Ehat .as our measurementF"
Go through half of the list, get at least *
res0onses 0er item,
Ho. to C3 this !0ro&lem",
!> am noticing that .e are getting di4erent foot
measurements for the same items, Ehat might .e
do to solve this 0ro&lem so .e can get the same
ans.er .hen .e measureF" G $easure using a
standard foot;long foot
Ehen students come
u0 to the rug, have
them &ring their $ath
Dournals (no .riting
material),
1)
min,
$easuring .ith a #tandard Foot;5ong Foot,
!Ee are going to see if measuring .ith a standard
foot;long foot .ill give us a more accurate and
consistent ans.er .hen .e measure, +ach of ou
.ill &e getting a Foot;5ong Foot and ou .ill
measure the same t.o o&/ects again until this Foot;
5ong Foot and record our ans.ers on the same
0age of our $ath Dournal, !
!6s mathematicians, .e kno. that o&/ects are not
al.as e3actl one foot or t.o feet or so on, #o .hat
are some .ords .e can use to descri&e an o&/ect
that ma not &e e3actl one foot or t.o feet or so
onF"
Begin 0art ' of the activit,
Brainstorm .ords like:
; 6&out
; 6 little less than
; 6 little more than
; Half.a &et.een
(
min,
Bring grou0 together on rug to com0are
measurements,
!Eho measured the .idth of the doorF Ehat .as
our measurementF Eho else measured the .idth of
the doorF Ehat .as our measurementF"
:o one more o&/ect and 0oint out the 0attern,
!Eh .ere .e a&le to Cnd a num&er to agree on
.hen .e .ere using the same foot;long footF" G
$easuring .ith a tool that .as the same length,
!Ehat > am hearing is that .hen .e use a standard
tool to measure .e .ill get a consistent and
accurate measurement,"
Re"etion on Planning
8niversit of $ichigan, 8ndergraduate Teacher +ducation Program 0age ? of =
5earning goal for self: 2oncluding a discussion & highlighting student thinking or
res0onses that .ere nota&le in the discussion: 2larifing a
misconce0tion that students have or an error that the .ere
making,
Pre0aring to teach this
lesson:
Practice on a 0eer,
Eork through timing
Pre0are material ahead of time
#hare .ith mentor teacher and math instructor
0rior to teaching,
8niversit of $ichigan, 8ndergraduate Teacher +ducation Program 0age ( of =