Lesson plan

Measuring Feet…in Feet!

How big is a foot? Students find out to explore how to measure in feet by comparing their own feet to rulers. Then they set off to measure the length and width of the classroom!
Need extra help for EL students? Try theExploring Nonstandard Units of LengthPre-lesson.
EL Adjustments
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Need extra help for EL students? Try theExploring Nonstandard Units of LengthPre-lesson.

Students will measure the classroom in feet.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(10 minutes)
  • Hold a ruler up in front of the class. Tell students that the ruler is 12 inches long. Explain that 12 inches is called one foot.
  • Ask, “Do you think your foot is less or more than the length of a ruler?"
  • Take a few answers. Hand out rulers to the students and have them measure their feet.
(10 minutes)
  • Make a quick bar graph on the board, showing how long the students’ feet are.
  • Ask, “Does anyone have a foot that is as long as a ruler?”
  • Tell students that they will be measuring the classroom in feet, both the measurement unit and their own feet.
  • Show how to measure the whiteboard in feet (the measurement unit) and using your own feet (through steps).
  • Write the length of the whiteboard as follows: "____Feet and ____Human feet." If the length of the whiteboard isn’t an even number of feet, write the length in feet and inches. If the length isn’t an even number of human feet, round up/down to the nearest foot.
(15 minutes)
  • Tell students that they are going to measure their tables using rulers and their own feet. Hand out paper to the students and have them fold their piece of paper in half lengthwise.
  • On the top of the right side have students write “Feet” and “My Feet.” Have students record the length of their tables in both measurement feet and human feet, again including inches and feet if necessary.
(10 minutes)
  • Have students work in groups of two to four students to measure the length of the classroom using both measurement feet and human feet.
  • Have them flip over the paper they used in the Guided practise section and record their measurements there.
  • Now have the students repeat this process to measure the width of the classroom.

Enrichment:Have students convert their measurements to inches.

Support:Have students round up to the nearest foot when measuring with rulers.

(5 minutes)
  • Have students share their measurements with the class.
(5 minutes)
  • End class by having students discuss why they did/did not get the same answers when they measured.

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