Shelby Bond

Math Lesson Plan

LESSON RATIONALE
This lesson is important because as students interact with objects of varying sizes daily, it is necessary that
they understand how to identify and communicate their sizes, specifically length. Teaching measurement
using different units allows for students to both describe and compare this specific property of everyday,
physical objects. This provides meaning to what the children are learning, as they can apply the information
to the world around them.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) - Students will be able to measure the length of an object using centimeters, inches, and feet
while using a ruler as a tool.

B. Objective(s)
- At the end of this lesson, students will be able to measure varying items in centimeters,
inches, and feet.
- After finishing the activities, students will be able to compare the length of an object using
different units of measurement.
- Upon completing the activities, students will be able to identify the appropriate unit used in
measuring an object.

C. Standard(s):
- 2.M.3: Understand that the length of an object does not change regardless of the units used.
Measure the length of an object twice using length units of different lengths for the two
measurements. Describe how the two measurements relate to the size of the unit chosen.

II. Management Plan

A. Time:
- Anticipatory Set: (Approximately) 15 Minutes
- Instruction: (Approximately) 15 Minutes
- Group Activity: (Approximately) 20 Minutes
- Individual Activity: (Approximately) 8 Minutes
- Closure: (Approximately) 8 Minutes

B. Space:
- Anticipatory Set: Students will begin the lesson sitting at the carpet in their usual spots, creating a
circle that faces the teacher. During the search, students will be moving around the entire room.
This activity ends with the students back at the circle.
- Instruction: Students will continue to sit at the carpet as a large group until the activity where they
trace their feet, where they will move to their individual desks and work from there both
individually and as partners.
- Group Activity: Students will spend this time actively measuring both the lengths of the string on
the floor and other items around the room. They will be spread out around the room.
- Individual Activity: Students will spend this time first at their desks, then transition to measuring
different items around the room.
- Closure: Students will spend this time at their individual desks. Teacher will address the students
from the front whiteboard.

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 C. Materials:
- 1 copy of Jack and The Beanstalk
- Green String
- Cut-out of castle in clouds
- Beans (at least 25 each)
- Rulers (21)
- Cut-out of Giant’s foot (at least 3)
- Cut-out of Jack’s foot (at least 8)
- Cut-out of Hen’s print (at least 15)
- Worksheet for instruction activity (21)
- Markers for tracing
- Document Camera
- Letter from Jack
- Large Pad (Giant’s letter, rolled and tied)
- Worksheet for independent activity (21)
- Paper cut into leaves (21)
- Tape
- 2 Golden Eggs

D. Expectations and Procedures:

- Anticipatory Set: Students will be expected to participate in the before and after questions to the
story, speaking when called on by the teacher or instructed to share with a partner. While the
teacher reads out-loud, they are expected to follow along on the sheet provided, sharing with a
partner and ensuring that both have access. While searching for the footprints, it is the
expectations that students will only choose one foot, allowing for each child to have the chance to
obtain a print. It is the expectation during this time that students will walk and be respectful of
their neighbors and the room as they search.
- Instruction: Students will be expected to actively listen as the teacher and their peers speak,
keeping their hands to themselves as they sit in the circle. They will be expected to speak when
called on upon raising hand or when directed to discuss with a peer. Students are expected to
contribute ideas to the discussion and handle the materials given responsibly.
- Group Activity: During this time, it is the expectation that students will help one another trace
each other’s foot, then get to work on their own task. While they work, students will be
encouraged to share their findings with one another, staying on task in both their conversation and
actions. As they measure items around the room, students must patiently wait their turn and work
with one another to find measurements, allowing both students opportunities with the ruler. It is
also the expectation during this time that students contribute their findings when asked.
- Independent Activity: During this time, it is the expectation that students will work on their own
and continue with the task until instructed otherwise by the teacher. They will also be expected to
stay on task as they measure around the room.
- Closure: Students will respect one another when they discuss answers, waiting to be called upon
by the teacher to speak. They are also expected to write independently in a complete sentence
what they learned from the day.

III. Anticipatory Set​ ​(15 Minutes)

- The teacher will introduce the story of Jack and The Beanstalk.
- “Today we will be reading a story called Jack and The Beanstalk. This story is considered a
fairytale. A fairytale is an imaginary story that typically involves magical creatures and made-up
places. Considering those elements, can anyone think of a fairytale that they’ve watched or read
about?” (Allow time for response). “As we read, look for some of these elements of make-believe
in the story.
- After the story, the teacher will ask students questions in response.

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 - “What elements did you notice that made this story a fairytale?” (Allow time for response).
- Goose that laid golden eggs, beanstalk, magic beans, giant, singing harp
- “Who were some of the characters that were exceptionally fairytale-like?”
- Introduce Activity
- “Today, we are going to pretend like we are in the fairytale! While Jack was being chased, he, the
Giant, and the hen left a lot of footprints all around the room. When I instruct you to, find one
footprint that was left on the ground during the chase. Once you have found a footprint, come back
to the circle and find your seat.”
- Allow time for students to search for the three types of footprints.
- “Those who have a hen print, raise them in the air. Those that have Jack’s print, raise them in the
air. Those who have the Giant’s print, raise them in the air. What do we notice about the different
prints?”
- Target idea: They are different sizes.
- “Next, I want everyone with a giant's print to line it up along the string.”
- Allow time for action. Have the students with the other prints do the same thing. Remind students,
if necessary, that there should not be any gaps or overlaps and that the prints should go from each
end of the string.

IV. Purpose: ​“​Today we are going to be practicing our measuring using different units, like with the three
different sized feet we have found. Measuring using different units is important so that you can know how
to find and communicate the exact size of an object.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners:
- ADHD: While there are many activities in this lesson that allow students movement and encourage
active learning, there are moments when students with ADHD may benefit from added visual aids
while sitting for extended periods of time. In the reading of Jack and The Beanstalk, the teacher could
find a version of the story in picture book form, or the students could act out the storyline with
varying roles. While there are many opportunities for students to share with one another through
partner work, the teacher could also allow more time for response during group discussions,
allowing for students to share ideas with the person beside them before talking as a group. While this
does happen throughout the lesson, there are other opportunities where it could be beneficial.
- Anxiety: To ensure that the student with anxiety is prepared to move from one activity to the next,
the teacher should give warning before transitions, allowing the student time to prepare for what is
next. It would also be beneficial for the student if the instructions for the group and independent
activities were written out aside from what is explained in the letters from Jack and the Giant.
- Different levels of learning: Something that could be beneficial is including a reference list for all to
see reviewing the basic rules of measurement using a ruler. As students go on and practice their
measurement, the ones who need it would be able to reference the basic information while applying
it to greater concepts.

VI. Lesson Presentation ​(45 Minutes)

- Measuring using nonstandard units ​(5 Minutes)
- “Let’s look back at the different prints. How many of the Giant’s prints did it take to cover the
start to end of the string? How many prints did it take for us to do the same with Jack’s
prints? The hen?” (As we count the numbers, write the numbers on the board).
- “It took us ___ of the Giant’s prints, ___ of Jack’s prints, and ___ of the hen’s prints. We all
measured the same thing, correct? Even though we all measured the same string, each print
had a different number for an answer. Why do you think this is? Turn to your partner and
discuss your ideas.” (Target idea: Each print was a different size, so the number was
different).

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 - “Even though they were different, does that mean one measurement was necessarily wrong
over the other? No, because the units (giant foot, Jack’s foot, and hen’s foot) that we used
were different sizes! If I was going to measure the length of the room, which foot would you
recommend me use? Why? If I was going to measure a pencil, which print should I use? Why?
If I was going to measure a desk, which print should I use? Why?”
- Review of measuring with standard units ​(8 Minutes)
- “What if I wanted to find out exactly how long Jack’s foot was in inches. How could I do this?
Could someone show me, using a ruler, how this could be done?” (Allow time for response
and then have a volunteer come show the teacher and the class how they think they would
measure the foot. Record the length in inches. Make sure that the first tick is lined up with
the edge of the print. Ask a volunteer to tell the student how many inches the foot is).
- “Could anyone show me how to find the length of the hen’s print in inches?” (Allow time for a
volunteer to do the same. Record length).
- “What might make measuring the Giants foot in inches difficult? Is there a different tool we
could use besides a ruler to find the length of the Giants foot in inches?” (Yard stick)
- “Now, let’s find how many centimeters the different prints are.” (Follow the same procedure
with centimeters while tracking the numbers on the board).
- Practicing measuring in inches and centimeters ​(10 Minutes)
- “Now I am going to have you all go back to your seats and figure out how long your own foot
is in terms of inches and centimeters. As you place the piece of paper on your desk on the
ground, have your table partner help you trace the outline of your foot. This should take less
than a minute. After you have traced your foot, I want you to measure the distance from toe
to heel first using beans, like Jack’s magic beans. Once you have a number, record it in the
appropriate space in the sentence. Discuss with your neighbor how long your print is in
beans. After this, you should find your foot’s length in inches, and then lastly, in centimeters.
Work alongside your partner as you do this activity, comparing your measurements. Make
sure the spaces you put the measurements match with the units provided! I will be walking
around the room if you have any questions.”
- (After students have had time to work) “As you are recording the length of your feet, what
are you noticing between the inches and centimeters? Does it take more or less centimeters
than inches to measure your prints? Even though we all have different sized feet, the fact
that centimeters are a smaller unit is always true, meaning that it takes more centimeters to
measure a distance.”
- (Choose 3 volunteers to share their findings and track on the board) “Using this information,
how has the longest feet? Who has the shortest? How can you tell?”
- Introduction of feet ​(4 Minutes)
- “When we were measuring the hen and Jack’s print, we used a ruler because the prints were
shorter than the length of the ruler. With the Giant’s foot, we had to use a yardstick to find
the length because they were longer than the ruler. Does anyone have an idea to how we
could have found the length of the Giant’s print if all we had was a ruler?” (Allow students
response). “We could use our finger as a placeholder as we move the ruler, just like how we
originally stacked the stacked the prints to see how many we had. If you had only one of each
print, we could have used this strategy to figure out how long the string was.”
- “When we have the move our ruler multiple times, it can get confusing because we have to
remember how many times we are adding 12 for inches. Instead of doing this, we can know
that 12 inches is the same as one foot, another unit of measurement. A ruler is made up of 12
inches, meaning that a ruler is a good representation of one foot. As we just discovered in
our activity, all of our feet are different sizes. Would our own foot be a reliable unit of
measurement? No! A foot doesn’t mean any foot connected to our body. It’s important to
remember that one foot is equal to 12 inches.”
- Practice of measuring in feet ​(10 Minutes)
- The teacher will project a letter from Jack to the students using the document camera.
- Teacher will read the letter aloud while the students follow along on the board. After reading
the letter, begin to ask questions about the next steps.

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 - “What is Jack asking us to find?” (Allow student response) “He wants us to help him discover
which beanstalk he should climb. First, we need to discover how long each beanstalk is. He
isn’t specific about what unit of measurement he wants us to use. It have taped our
beanstalks around the room. Take a look and ask yourself which unit of measurement you
would use to measure the beanstalks. What would make the most sense?” (Allow student
response). “Why would we measure in feet and not centimeters? As partners, measure the
length of each beanstalk using feet. Track your lengths on the back page of our past
worksheet. Make sure you visit each beanstalk to measure. Remember, one foot is 12 inches.
A ruler is 12 inches, so you are finding how many feet each beanstalk is. You will need to be
patient while each group spends time measuring. If you get done early, see if you and your
partner can find out around how many feet you each are.”(Allow time for students to work).
- When the students have finished, have them sit back at their desks. “Let’s look back at our
letter and see if we have answered Jack’s question. How many feet was the first string?
(Track on the board and continue to ask until all lengths are asked). Let’s say that Jack
needed the beanstalk he climbed to be at least 4 feet tall. Which beanstalk should he take?
Why? Why would the other beanstalks not work?”

Break for Lunch

- Independent practice ​(8 Minutes)

- “Even though Jack returned the items, I don’t think the Giant is fully convinced that he gave
him back his correct hen. I received this letter earlier. Let’s read it together.” (Open the
Giant’s letter and read aloud to class. Pass out worksheets to students). “On your own,
measure the egg in both centimeters and inches to prove to the Giant that Jack returned him
his original hen. After you have done this, find an item around the room that is around one
foot, the same size as the Giant’s hen. Draw the item in the space provided and write how
long it is in feet. Once you have done all of these things, then you can bring your worksheet
to me for review.” (Teacher should move the string and place it on the wall towards the
picture of a castle in the clouds).

VII. Check for understanding

Throughout the anticipatory set and the instruction, the teacher will observe what the students have
already learned prior to this lesson. Questions are included that act as a review to the main concepts, yet the
teacher will also need to be aware during this time whether or not students are seeming to understand the
content gone over (such as the rules of measurement). If not, the teacher will have to spend time reteaching
these core concepts so that all students can actively learn during the entire lesson. During the guided activity,
the teacher will use observation to understand the student’s application and comprehension in applying the
different units of measurement to various objects, working in partners as they do so. During the independent
activity, the teacher will assess whether or not students are able to measure a single object using two units of
measurement, finding the correct length for both centimeters and inches. At the end of the lesson, the teacher
will use exit slips to informally understand what main information and ideas students learned from the
lesson.

VIII. Review learning outcomes / Closure ​(8 Minutes)

- Letter to giant/exit slip:
- Once students have finished their independent worksheet and have had it checked for
review, hand them a piece of paper shaped like a leaf. Instruct them to write back to the
Giant, telling him something they learned through today’s activity. If they get done early,
have them draw a picture of what they think the Giant looks like on the other side of the leaf.
Once they are done, they can place their leaf on the beanstalk. Make sure they include their
names.
- Review independent activity
- Collect the remaining leaves from the students.

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 - “Before I look at the Giant’s answer for the original length of the egg, I want to see what you
all came up with. Raise your hand if you found an answer for how many inches the egg is.
How many centimeters was the egg?” (Allow time for response in between both questions).
“Let’s take a look and see if what we found was the original length.” (Reveal the answer to
the students in inches and centimeters). “What were some items that we found around the
room that were close to one foot, the size of the hen?”
- “Even though we found different measurements for the egg between centimeters and inches,
did that mean that the size of the egg changed? No! Just like earlier when we measured the
string using the different prints. Measuring with different units does not change the size of
the object you are measuring.”

PLAN FOR ASSESSMENT

- Anticipatory Set:
- When students begin to line up their different prints, the teacher can observe whether or not
they are following the rules of measurement (no gaps, no overlaps, start/finish), seeing
whether or not the students have a firm grasp on this rule ahead of time before shifting later
in the lesson to doing something similar with measuring feet ​(Formative)​.
- Instruction:
- By asking the students questions about the nonstandard units, the teacher can assess what
the students already know and how they are applying this activity to the concept of
measurement in terms of using different units ​(Formative).​
- By asking the students questions about the ruler as it relates to measuring the prints, the
teacher can assess what students already know about using the tool to measure in inches. In
allowing students to model their understanding, the teacher also can use this opportunity to
assess prior knowledge ​(Formative)​.
- Guided Activity:
- During this first activity, the teacher will walk around the room, observing students as they
measure using beans, centimeters, and inches. This will allow them a brief understanding of
what students are understanding and what needs to be re-explained to the class as a whole.
By asking questions, this will allow the teacher to assess the connections being made as the
students compare the different units while measuring the same object. The teacher is also
assessing whether or not students are able to clearly follow directions ​(Formative)​.
- The second activity will allow the teacher to observe students as they work through finding
measurements as partners, noticing whether or not the pair is unbalanced in work effort and
understanding. Secondly, it will allow for the teacher to assess the students' understanding
of what is an appropriate unit of measurement for large items. This will also allow for the
teacher to assess the students ability to apply their understanding of units to other tangible
items, seeing how successful they are in locate objects of similar length ​(Formative).​
- Independent Activity:
- In this activity, the teacher will assess whether or not students are accurately able to
measure a single object using both centimeters and inches. They are also assessing whether
or not students are able to locate an object around a foot and communicate the length using
correct units ​(Summative).​
- Closure:
- The exit slip on the paper leaf is used to assess what each individual learned from the lesson,
highlighting key information that was obtained ​(Formative)​.
- By asking closing questions, the teacher is informally assessing whether students were able
to measure accurately and obtain the correct result. As well as this, the closing questions
allows for the teacher to assess the level of engagement in response as the lesson comes to a
close, especially as the questions relate to the big ideas of the lesson ​(Formative)​.

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)

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1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. Were the students able to understand my explanation of measuring centimeters and feet, or did
further teaching need to occur?
7. Were students able to successfully apply the rules of teaching to tangible objects in the room?
8. Were the students accurately able to identify appropriate uses of units as they related to
different-sized objects?
9. What adjustments did I make to reach varied learning styles and ability levels?
10. What are ways in which I could have made transitions flow smoother?
11. Were my modes of assessment adequate in understanding what the students learned?
12. In what ways could I have facilitated moments of exploration better

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(Letter from Jack)
Dear Students,  
 
I feel horrible about stealing the harp and hen, so I have decided to return them to their owner, 
the Giant. Thankfully, I have found extra magic beans in the pocket of my pants. Each bean has 
grown a different stalk and I don’t know which one to climb. Can you help me measure each stalk 
to help solve my problem?  
 
Thank you so much for your help! 
 
From,  

Jack 
 
(Letter from Giant - Written on a large pad in large font) 
 
Fee, Fi, Fo, Fum! There is a lot of measuring to be done! 
 
Jack returned my harp and hen, but I don’t yet know if I can trust him. 
Can you measure the length of my golden egg in centimeters and 
inches so I can be sure it is real?  
 
After this, find something in your classroom that is close to a foot - 
that’s the size of my hen! Once you are done, I would love it if you 
would draw me a picture of the item and write what you found in a 
sentence.  
 
Sincerely,  
The Giant 
 
P.S. My original length of my egg is on the back of this letter. Once 
you have measured it yourself, check as a class to see if it’s the same 
or not! 

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(Partner Activity)
How Many Units Is Your Foot?  
 
1. Trace one of your feet on the piece of paper given.  
2. Measure your foot using the beans. Write your answer in the chart.  
3. Measure your foot using a ruler. Find how long it is in both inches and 
centimeters. Write your answers in the chart.  
4. Fill in your answers in the sentences below. Correctly match the units.  
5. Share your results with your partner. Answer the last question.  
 
 
Beans  Inches  Centimeters 
     

 
 
My foot is __________ ​beans​ long. 
My foot is __________ ​inches​ long. 
My foot is __________ ​centimeters​ long.  
 
 
How long is your foot in​ inches​? 
_____________________________________________________ 
 
How long is your partner's foot in​ inches​? 
__________________________________________ 
 
Who has a​ longer​ foot, you or your partner? 
_______________________________________

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 Measuring Beanstalks 
 
1. Measure how long each beanstalk/string is in feet. Record 
what you have found in the given spaces below.  
 
Beanstalk 1 is ___________________________ feet long. 
 
Beanstalk 2 is ___________________________ feet long.  
 
Beanstalk 3 is ___________________________ feet long.  
 
Beanstalk 4 is ___________________________ feet long.  
 
 
Which beanstalk is the longest? _____________________________ 
 
Which beanstalk is the shortest? ____________________________ 
 
 
2. When you have finished, find ​around​ how many feet your 
partner is. 

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(Independent Activity)
Measuring The Golden Egg 
 
Letter from Giant: 
 
Fee, Fi, Fo, Fum! There is a lot of measuring to be done! 
 
Jack returned my harp and hen, but I don’t yet know if I can trust him. Can you measure 
the length of my golden egg in centimeters and inches so I can be sure it is real?  
 
After this, find something in your classroom that is close to a foot - that’s the size of my 
hen! Once you are done, I would love it if you would draw me a picture of the item and 
write what you found in a sentence.  
 
Sincerely,  
The Giant 
 
 
How many inches is the golden egg? 
  
Length: ​ ________________ 
 
Unit: ​_____________ _____ 
 
 
How many centimeters is the golden 
egg? 
 
Length:​ ____________________ 
 
Unit:​_______________________ 
 
 
 
Object in room around one foot: 
 
___________________________ 
 
 
 
 
Draw a picture of the  
object you found: 

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