Name of Lesson:

Why is a foot that big? Why does it matter?

TEK/TEKS:

§111.4. Mathematics, Grade 2, Adopted 2012.

Strand/Knowledge and Skill Statement:

Geometry and measurement. The student applies mathematical process
standards to select and
use units to describe length, area, and time. The student is expected to:

Student expectations:
(A) find the length of objects using concrete models for standard units of
length;
(B) describe the inverse relationship between the size of the unit and the
number of units
needed to equal the length of an object
Performance Objective:
At the conclusion of this lesson students will be able to accurately measure
at least objects in the classroom and will be able to give two reasons why
units of measurement are standardized.

Materials
How Big is a Foot? ​by Rolf Myller, rulers, math book, journals

Gagne’s Nine Events of Instruction

1. Gain Attention
Students will given a scenario in which they need to make a bench of a
certain size that I want but I do not know how to tell them what size of a
bench I want. I will ask the students to brainstorm in their groups ideas of
how they could know exactly what size bench I want.
2. Inform the Learner of the Objective

“Today we are going to learn about units of measurement, why these units
are always the same size, and how items can vary in length.”
3. Stimulate Recall of Prior Knowledge
”We have already learned how to measure things with various objects in the
classroom, like tiles but today we are going to move to using standard
measurements, like inches or feet. These are going to be set measurements,
with an inch or a foot never being bigger or smaller than its set size.”

4. Present the Material

Activity 1: Students will be asked to gather around the carpet and be read
the book How Big is a Foot?, being asked to pay close attention to why a foot
is the size it is and what problem the king faces in the book?
Formative Assessment/Check for Understanding: The students will be asked
if they understand why a foot is a standardized measurement and will move
on once several students are able to correctly answer why
Activity 2: Students will be given rulers to measure in their math book and
later in the room and be allowed to explore the classroom and measure
various items, which they will record in their notebooks. They will be given
some set items to find around the classroom and be allowed to pick 2 items
of their own they want to measure.

5. Provide Guidance to the Learner

I will share measurements of items in the classroom I took and then ask the
students to get into groups and discuss the items they measured and have
them then share with me so I can write it down on the board.

6. Elicit Performance
1. How will students work?
In groups
2. What will the students do?
Sharing the size of items in the room.
3. What will the teacher be doing?
I will be writing it down on the board.

7. Give Feedback
”That is great reason why units of measurement must always be the same
size. Can you think of any more reasons why having units of measurement
being a set size helps us out?”
“Yes! 10 inches is longer than 5 inches so the item 10 inches long is larger.”
“Yes, that is 13 inches long! What else can you find that is around that
length?”

8. Assess Performance
How will students be assessed? Students will be able to accurately measure
at least two objects in the classroom and will be able to give two reasons
why units of measurement are standardized.
What will you do to assess students?
They will be verbally asked to give multiple reasons why units of
measurement are standardized and then measure objects in their
workbook.
9. Enhance Retention and Transfer
How can making units of measurements set help out people when they want
something exactly a certain size?
What ways can you use measurement at home?