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Feet Finding, Mathematics Lesson   Rating: (3.1 / 10)    Views: 1,496

Submitted By: hiskeyd on 11/10/2006. (  |  Share  |  Clikk It! )   

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Link: http://www.teach1st.net
 Grade: first to second
Time: 1 to 2 hours
Big Picture: This lesson is part of a measuring unit where students explore weight, length, size and width using both standard (rulers and balances) and non-standard (hands, feet, paper clips, snap cubes, etc) units. Students are able to practice correctly measuring objects and using standard and non-standard tools.

Understanding Goal(s) or Learning Target(s):
Students will be able to measure the distance from their desk to another location in the classroom.
Students will be able to demonstrate appropriate measuring technique used when using our feet to find the distance between two different locations.
Students will be able to effectively work in pairs.
Students will be able to record how many feet it takes to travel from their desk to three other locations in the classroom.

Educational Purpose or Rationale for Goal or Learning Target:
EALRs:
1.2 understand and apply concepts and procedures from measurement
attributes and dimensions, approximation and precision, and systems and tools
4.1 gather information
read, listen, and observe to access and extract mathematical information
4.3 represent and share information
share, explain, and defend mathematical ideas using terms, language, charts, and graphs that can be clearly understood by a variety of audiences

Lesson/Activity (How will I teach it?):
Anticipatory Set: Read “How Big Is A Foot?” A loud to the class. As you read discuss what is happening in the story. Why did the King use his feet and not rocks? How did he know how to measure the Queen in order to find out how big to make the bed? What does this story teach us about measuring? Using feet really is a great way to measure certain things. Long ago people did use their feet to measure the length of things just like in the story. We are going to do the same thing the King did in the story. We are going to be using our feet to measure.


What the Teacher Does:

Today we are going to be measuring distances from our desk to locations around the room using our feet just like the king did in the story. Before we can begin measuring we need to learn how to measure. I want to measure this length of tape. Who can help me to figure out how to measure the tape with my feet?
Prompting Questions:
Where should I start?
Where should I stop?
Where should my feet go?
How do I do it?
Don’t forget to check – Why would it be important to check our answer?
Do what is suggested from the students on how to measure the tape with my feet. Even if it is the wrong way, demonstrate their ideas so they can see how it looks when you actually do it. Then if they suggest the wrong way ask if that is how the king measured his wife? What would make it a more accurate measure? How should we do it so we get a good and accurate measure?
Make sure students know that when measuring with our feet we do it with our heel to toe, one foot after another.
Make sure students know not to have gaps in between the feet and also not to overlap.
Do it again. Demonstrate that it works and gives a more accurate measure of the tape when done this way. Explain that when ever we are measuring anything we want to get the most accurate measure possible.
Review the proper way to measure. Call on 4 tables to share each step.
Where should I start?
Where should I stop?
Where should my feet go?
How do I do it?
Write their responses on the board as they give them to me.
And last always double check. This is our new math motto. Have ever student raise their hand and repeat after me… I promise to always check my answer each and ever time. Twice


Now that we know how to correctly measure with our feet we are going to do number 1 together on the first page. The page called “Feet Finding”. Each person will have a partner. Each time you measure a distance with your feet one person will do the walking while the other person does the counting. And then you will switch. Right now you are all my partner so when I walk you should all help me count so we can get an accurate measure. Lets begin. I am first going to remember the rules. I need to start at the beginning and begin walking heel to toe every time. Do this. Before beginning remind students to count because they have a job to do too. As walk make sure I am doing heel to toe each time. At the end say the motto and do it again. Record your answer on the sheet and have the students do the same. Remind students that just like in the book your number of steps will probably not be the same and that is ok. Just make sure to record the number of feet it took you.
Do this again with number 2. The class is my partner so while I go walking they do the counting. Repeat the process again. At the end record the results and have the students do the same.

Now it is your turn to measure with your feet. You all need to complete 3, 4, and 5. Each of you will have a partner. You will play rock, paper, scissors to determine who goes first. Once that is determined the walker will follow the measuring procedures while the partner counts. Don’t forget to walk back and check. Then you will switch. The other person will do the walking and the old walker is now the counter. Any questions?

Sharing have each group of partners share one of their results from 3, 4, and 5. ONLY ONE.

Discussion
Do you think using our feet is a good way to measure? Why or why not? What benefits does it have? What draw backs does it have? (think about the story if you are having trouble thinking of some ideas)
Do we still use our feet to measure things? Why not? When might it be useful? When might it not be useful?



What the Student Does:

Students will help give ideas on how to properly measure the tape using my feet.
Students will be encouraged to think as a group while they share ideas with me.


Students should share ideas about why it would be important to check. Students will share their ideas with the person next to them. Then a few will be called on to share with the whole class.


Students are encouraged to be more specific and exact when thinking how to properly measure.


Students from the 4 tables called on will share how to properly measure. Each table will answer on of the following questions:
Where should I start?
Where should I stop?
Where should my feet go?
How do I do it?

Students will raise their hand and repeat after you. Twice.

Students are my partner and help me count as I measure the distance with my feet.

Students should record the answer for number one on the line.

Students count while I measure with my feet.
Students record the answer on their sheet.


Boy students stand up and find a new seat. Give them a second and then give them a 5 second countdown. Students will determine who goes first by rock paper scissors and then they will begin.
Taking turns walking, counting, and checking.


Have each group of pairs share their results for one of the questions with the class.

Students will talk about the benefits and draw backs to measuring with our feet. Students can think about to the story that we read in order to think about some ideas.



Rationale for Teaching Method (Why do I plan on teaching it in this way?):
Teaching the lesson the lesson way provides a great hook to get kids interested in what we are going to be learning. It provides students with some hands on experience while still working collaboratively with another student. The lesson is designed so that all students can learn the importance of measuring and how to accurately measure something. This is an important skill for students to be expose to and learn. I also think that the modelling and practice portion of the lesson provides instruction so that every student can be successful and learn.

Materials/Technology (What do I need to do to prepare for the lesson?):

“How Big Is A Foot”

Objects around the room for measuring

Pencils

A long strip of tape for the floor

Marker

A chart on the board of feet findings

Accommodations (What special considerations need to be addressed?):
One student will take the steps using the correct measuring technique while the other student counts how many steps their partner takes from one location to the other. Provide additional help to students who are struggling. Before beginning the lesson begin by practicing and modelling how to do the activity before the students begin their partner work. Go over the concepts before the students work in pairs to complete the activity. Provide enough time for students to work as well as share their answers and finding with the class. Write the correct measuring procedure on the board so that the students will have it to refer back to it.

Pre-, Ongoing, and Post Assessment
Pre – Observe in the introduction if students know how to accurately measure distances using their feet. Are they able to determine what techniques might be better then others and why? Are they able to understand why an accurate method is needed when measuring distances with our feet?
Ongoing- Continue to observe if students are using the appropriate and correct measuring method while using their feet to measure the distance from one location to the next. During the activity are students able to effectively work together to complete the task? Are students successful at measuring the distance between two locations? Are they following the procedure designed by the class?
Post – Observing from the sharing period and on their record sheet were students able to record how many feet it took to measure the distances? Are their answers believable? Were students able to measure accurately? Were the students successful in their measuring of distances and in working together?




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