Nicole Volpi

12:30
Room 17
Lesson Plan: Measuring to the nearest , inch
Rationale: I am teaching this lesson because children need to know
how to measure objects. This is something they will use in the future.
Objects may not always measure out to be an exact inch, students will
need to know how to measure using and inches.
Standard: 3.MD.B.4- Generate measurement data by measuring
lengths using rulers marked with halves and fourths of an inch. Show
the data by making a line plot, where the horizontal scale is marked of
in appropriate unitswhole numbers, halves, or quarters.
Objective: Students will be able to measure to the nearest and
inch.
Source: This lesson comes from a unit from the Georgia Department
of Education.
Materials: student created paper rulers, chart, rulers, and objects
around the classroom, document camera, SMART board
Lesson Procedure:
1. Lesson Introduction:
a. Boys and girls, yesterday we created rulers out of our inch
squares. We marked our ruler into quarter inches. Today we
are going to be using these rulers to measure objects to
the nearest half or quarter inch.
2. During:
a. I have given you a worksheet which asks you to measure
10 objects in the classroom with the ruler you created. You
will record your measurements to the nearest half or
quarter inch. Some of the objects I am asking you to
measure, the other objects you may chose. Make sure you
are recording your measurement under the paper ruler
column.
b. Allow student 10 minutes to circulate the room measuring
diferent objects.
c. After 10 minutes bring students together. Discuss if they
had any difficulty measuring their objects using their paper
rulers(not labeled correctly, always had to count what
square it was, etc)

d. Introduce a ruler with inches. Using the document camera

show the paper ruler and an actual ruler together. Discuss
and compare similarities and diferences between the
created and actual ruler.
e. An actual ruler is much more accurate than the rulers we
created. Each line has been placed in a precise spot and is
the same on every ruler.
f. To show a real ruler is more accurate and to practice
measuring to the nearest inch on a real ruler I would like
you to go back and measure the same objects with a real
ruler. Make sure you record these measurements under
actual ruler.
g. Allow students time to go back and re measure their
objects.
3. Ending
a. Call students back to their seats. Discuss if there were
diferences using the actual ruler. Was it easier, or more
challenging?
b. Have students share the measurements they found.
c. Pass out exit card with questions: In what ways is a ruler
similar to a number line, how did you label a number line
to the nearest and , which is more accurate a created
or an actual ruler?
4. Differentiation
a. Prior to measuring the objects pull a strategy group of
special education, and lower level learners in the
classroom. Spend additional time with the paper ruler and
practice measuring and recording measurements together.
Once they are comfortable allow them to go around the
classroom and only measure 7 objects. If time allows they
can measure up to 10.
5. Assesment: Exit card