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How Big Is A Foot Lesson Plan
How Big Is A Foot Lesson Plan
Aiden Aizumi
CONTENT
STANDARDS
AND
CONTENT
OBJECTIVES
SUBJECT
STANDARD
GOAL
OF
UNIT
CCSS.Math.Content.3.MD.C.5
Students
will
understand
measurements.
Recognize
area
as
an
attribute
of
plane
figures
and
understand
concepts
of
area
OBJECTIVE
OF
LESSON
measurement.
After
reading
How
Big
is
a
Foot?
and
given
appropriate
tools,
TSWBAT
with
CCSS.Math.Content.3.MD.C.6
100%
accuracy
measure
the
area
of
their
Measure
areas
by
counting
unit
squares
bed.
(square
cm,
square
m,
square
in,
square
ft,
and
improvised
units).
MULTIPLE
INTELLIGENCE
ADDRESSED
Bodily
Kinesthetic
Drawing
the
bed,
measuring
with
feet
Visual-Spatial
Measuring
and
creating
the
bed
Mathematical
Figuring
out
the
area
of
the
bed
ASSESSMENT
STRATEGY
FOR
ASSESSMENT
Teacher
will
observe
the
students
and
create
a
rubric
to
indicate
if
they
have
complete
the
objective.
LEARNING
ENVIRONMENT
STRATEGIES
TO
MEET
DIVERSIFIED
LEARNERS
Special
Education
students
will
be
given
a
foot
template
that
is
already
cut
out
that
they
can
measure
with
instead
of
tracing
and
cutting
out
their
own
foot.
MATERIALS,
EQUIPMENT,
and
TECHNOLOGY
NEEDED
- How
Big
is
a
Foot?
by
Rolf
Myller
- 9x12
construction
paper
- butcher
paper
for
each
group
- chart
paper
- yard
stick/meter
stick
- Scissors
- Glue
- Pencils
- Calculator
- Graphic
Organizer
STEPS
THROUGH
THE
LESSON
INTO
(Orientation)
RATIONALE
Teacher
will
tell
the
students
that
they
will
be
reading
a
book
to
them.
It
is
important
to
get
the
students
excited
about
the
lesson
and
hook
them
into
it.
Teacher
reads
out
loud
the
How
Big
is
a
Foot?
book
to
the
students.
After
reading
the
book
and
getting
the
students
excited
about
the
activity,
it
is
Teacher
then
tells
the
students
that
they
important
for
the
students
to
stop
and
will
be
making
their
own
beds
today
with
think
about
what
the
lesson
is
asking
of
their
feet.
them.
The
graphic
organizer
will
get
them
thinking
about
measurements
and
Before
the
class
gets
started,
the
teacher
how
they
know
what
they
do
about
will
provide
a
graphic
organizer
to
help
the
measuring.
This
is
also
a
good
indicator
students
to
start
thinking
about
for
the
teacher
about
students
previous
measurements.
knowledge.
Students
will
fill
out
what
they
know
about
Refreshing
the
students
on
area
vs
measurements,
and
how/where
they
perimeter
is
good
for
making
sure
the
learned
about
it.
students
are
prepared
for
the
activity
and
to
provide
any
clarification
before
Teacher
will
ask
the
students
if
they
moving
forward.
remember
what
the
area
is
of
an
object.
This
will
be
a
practice
and
check
in
from
a
previous
lesson
before
moving
on.
THROUGH
(Presentation,
Structured
RATIONALE
Practice,
Guided
Practice)
BEYOND
(Independent
Practice)
Students
will
write
a
response
to
using
a
standard
unit
for
measuring
and
how
this
impacts
other
things
in
society.
This
may
require
them
to
do
some
research
or
find
supporting
facts
online.
(buildings,
doors,
houses,
desks,
sports
fields).
What
would
happen
if
people
used
their
own
foot
instead
of
a
standard
unit.
RATIONALE
This
gets
students
thinking
about
how
important
standard
units
impact
our
lives
and
the
things
around
us.
Although
having
a
bed
that
isnt
the
right
size
may
be
funny
in
the
story,
there
are
bigger
things
in
society
that
need
to
be
measured
accurately
in
order
to
work
properly.
This
will
also
show
students
can
provide
a
rationale
for
their
thought
process.