Lesson Plan #3 Reading a Ruler

1. Performance Objective
 When asked to identify the largest whole inch at the end of the object, students will hold
the ruler with their left hand and slide their right pointer finger along the ruler until the
object ends and verbally state the inch number that is closest to the end of the object.
 Once the inch unit has been verbal identified, the student will correctly write that number
along with the unit (inch) on the paper.
2. Instructional Strategies

A. Pre-instructional Activities – 15 Minutes. Instructor will ask guiding questions.

 What is the name of the tool we are using to measure objects? (ruler)
 What measurement unit have we been using? (inch)
 What type of objects can we measure with a ruler? (smaller objects around the room,
etc).

The instructor will then review the previous taught steps to measuring with a ruler.
The instructor will remind the students how to hold a ruler displaying the “inch side”
on top. Have the students follow along with their own rulers and show the inch side
and the “0” mark on their rulers. The instructor should ensure that each student has
mastered these steps. The instructor will then hold up a rectangle object such as a
composition book. Ask the students to identify the end of the object. Ensure that the
students have mastered this task as well before moving forward. The steps previously
taught must be mastered prior to introducing the new skill set.
B. Content Presentation – 45 Minutes. Each student will be given a piece of butcher
paper, a ruler and a pencil. The instructor will ask the students to explain why we
would need to learn how to measure our feet (buy new shoes/socks,etc.). The
instructor will tell the students that today, we will be measuring our feet to the closest
inch. Ask the students to find a partner or partner up students into group of two. The
instructor will demonstrate measuring a foot. The instructor will place one foot on
the butcher paper, trace closely around their foot. Instruct the students to stay as
close to the edge of your foot as possible. Once the instructor’s foot has been traced,
place the butcher paper on the white board. The instructor will take the ruler, identify
the inch side and the “0” mark on the edge of the ruler. The instructor will line up the
edge of the ruler to the edge of the foot tracing. The instructor will then hold the ruler
with their left hand, slide their pointer finger along the ruler to the edge of the foot.
The instructor will then state the number of inches and write that number with the
inch unit inside the foot tracing.

Have the students repeat the steps that the instructor took and write them on the white
board for reference. Once the steps are in the correct order on the board. Have the
students work with their partner to trace each other’s foot onto the butcher paper.
 Once this step is complete, the instructor should ensure that all tracings are complete
and as accurate as possible. Once every tracing has been checked, have the students
move to the tables. Have the students choose the first student to use the ruler. This
student should follow the steps on the board. Once they have written in the inches,
the other partner should follow the steps of the task as well.

Have the students come to the white board and post their tracings. The instructor
should call on another student (not the tracing owner) to use their ruler to measure the
tracing to see if they get the same answer.

C. Learner Participation – 30 Minutes. The instructor will review the steps to

measuring an item. (1. Identify inch side of ruler (see example in attachment I) 2.
Identify the end of the object to be measured 3. Place the “0” of the ruler at one end
of the object 4. Line up ruler along the side of the object 5. Identify largest whole
inch at the end of the object 6.Write measurement correctly with units). The
instructor will ask the students questions.

 What objects around the room can we measure with a ruler? (encourage the
students to look around the room for objects to measure).
 What are some objects we cannot measure with a ruler?
 Do you think we can measure the hallway with a ruler? Why or why not?
(Talk about that it would take a long time or a lot of rulers).

The instructor will give each student a clipboard with the recording sheet (Attachment E),
a pencil and a ruler. The students will be instructed to follow the steps (written on the
board) of measuring and locate at least 5 items around the classroom and measure to the
nearest inch mark. They will need to write the name of the object and the number of
inches in length along with the inch unit (i.e. 4 inches). As the students are walking
around the room, the instructor will monitor each student a minimum of one time to
ensure that they are following the steps correctly.
Once the students have completed 5 measurements, have them return to their tables. The
instructor will call on individual students to give one item that they measured. The
instructor will ask the item name and the inches in units. (i.i. crayon box – 4 inches). If
the instructor or another student identifies an object that may not be correct, have the
student who measured the object, get the item, and re-measure it in order to evaluate that
the steps were followed correctly.

E. Follow through activities – 20 Minutes. Students will be asked to use the file folder
games involve measurement activities with rulers. Each file folder consists of pictures of
10 different items to measure with a ruler. The instructor will have the students work
with their shoulder partner and rotate which student measures the item in the file folder.
The partner student will then use their ruler to check the work of the first student. While
the students are working on the file folders, the instructor will walk around and check the
students’ steps to measurement. Once both partners were able to complete the file folder,
they will switch with another pair.