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Name: Ashley Mustaki

WGU Task Objective Number: 603.2.3-04, 602.3.22-08
Lesson Title & Subject(s): Math Measuring with Feet
Topic or Unit of Study: Measurement
Grade/Level: 3rd Grade
Instructional Setting:
(e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement,
bulletin board displays)
The instruction will take place in a third grade classroom. The classroom looks like any typical
elementary classroom. The whiteboard is located at the front of the room with a projector screen that
pulls down over the whiteboard. The student desks are in clusters to accommodate cooperative
learning. There are three clusters of five desks and one cluster of six desks. The teacher workstation
includes a computer, a VCR and a hover cam. The workstation is located adjacent to the front wall
placed beside the end of the whiteboard.
The students are currently studying measurement in math. The students have previously learned
linear measurement and are moving on to the second subject in the measurement unit which is liquid


Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to
Browse Standards (Standards Wizard). Select your state. Select standard(s).
3.9 The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 1 2-inch, inch, foot, yard, centimeter, and meter;

Lesson Objective(s):
(e.g., what students will accomplish by the end of a single lesson; needs to align with core
curriculum/student achievement standard)
After instruction on measurement, the student will be able to measure an object accurately by
beginning measurement at the correct place. The student will be expected to measure accurately on
3 out of 5 trials.


Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note

-Copies of measurement recording sheet
-Feet cutouts
-Book How Big is a Foot by Rolf Myller

Supplementary information and/or places where you found information for the lesson
Myller, R. (1991).

How big is a foot?

New York: Dell Pub.

Sequence of Instructional Procedures/Activities/Events (provide description and
indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous
learning, definitions of terms reviewed)
Time: 15 minutes
-Students will be told that today they will begin their measurement unit. They will learn all about
different types of measurement such as measurement with a ruler, measuring liquids and
measuring weight.
-Today they will practice measuring with feet.
-The definitions for standard and non-standard units will be presented to students.
-Standard units measuring with a ruler, scale, thermometer, etc.
-Nonstandard units measuring with something other than a ruler like paper clips,
beans, etc.
-The students will be shown the feet and will be told this is what they will be measuring with
-The feet are three different sizes, in three different colors. One is very large, one is
medium and one is very small.
The students will be asked to write on the back of their paper anything they know about
measurement. They could write about measuring tools, a time they had to measure something,
maybe when their parents had to measure something for work or something else.
Students will be called on to share.

2. Presentation of New Information or Modeling:

(e.g., term definitions, concepts, processes and/or approaches)
Time: 5-10 minutes
The teacher will model how to measure with the feet. The teacher will call on a student for

The teacher will model how to measure one of the posters in the classroom that is taped to the
white board.
The teacher will place her foot on the poster on the halfway point of the foot and ask the
assistant to place her foot after hers (it is not lined up correctly). The teacher will ask the
students if this is correct, that the poster is two feet wide. The students should respond no,
because the first foot isn't lined up!
The teacher will have the students tell her when the first foot is lined up and re-measure.

3. Guided Practice:
(e.g., teacher directed, scaffolding, check for student understanding including any questions
to ask or anticipate from students)
Time: 15-20 minutes
The teacher will go over the measurement worksheet with the students.
The teacher will show students the different areas to measure in the room.
The teacher will discuss proper behavior expected during the activity and what to do if
someone is measuring something that you want to measure.
Teacher will pick on a few students to model measurement, to ensure they know where to
place the foot prior to measuring.
Teacher will release the students to measure the room.

4. Independent Student Practice:

(e.g., teacher monitored, check for student understanding including any questions to ask or
anticipate from students)
Time: 15 minutes
The students will go about the room, measuring the items on their recorded sheets. The teams
will be split in half (3 students to a pair of feet).
If students finish early, they will be allowed to pick another object in the class to measure or be
challenged to find something in the classroom that equals one of their feet and write it on their

5. Culminating or Closing Procedure/Activity/Event:

(e.g., review terms, concepts, and/or learning process; establish connections to the next
lesson; check for student understanding including any questions to ask or anticipate from
Time: 25 minutes
Once students have measured the items and recorded the measurements on their recording
sheet, they will be called back to their sheets.
The teams will discuss with each other to see if they all came up with the same measurement
(each team, class clusters of desks, had the same size feet).
One person from each team will come up and record their measurements for the different items
on the board.

Once all data is recorded, the teacher will ask the students to take a minute and look at the
What do they notice about all the numbers?
-that they are all different
Do they notice a pattern?
-One team had larger numbers for everything, one team had smaller numbers.
Weren't they all measuring the same exact item?
So if you were all measuring the same items, all with feet, how they can be different?
(wait time will be given to students)
-Because the feet are all different sizes?
What could we do to solve this problem? (They will be asked to discuss at their teams)
-We could measure with the same size feet or we could use a ruler.
Students will be asked to record what they learned about measurement today on their sheet.
Teacher will read How Big is a Foot.

Pedagogical Strategy (or Strategies):

(e.g., direct instruction, cooperative learning groups, partner work)
Direct instruction, cooperative learning, questioning strategies

Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning
disabled, physically disabled, and/or gifted/accelerated learners.
Students with ADHD will be given redirection as needed and preferential seating. They will be
grouped with a student who will help ensure that they are on task.
Higher ability students will be given an extension activity.
Lower ability students will be paired/placed in a team with higher ability students.
Longer wait time will be given to students as needed.

Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and
post-assessment plansformal and/or informal, summative and/or formative, etc.).
Teacher will observe students measuring items around the room.
The worksheet will be used as a formative assessment to ensure that students have met the learning
objective by coming to the correct measurement.