Mathematics Lesson Design Template
Lesson Title: How Big is a Foot?
Creator: Lori Cox Herold
Grade Level: Kindergarten
Big Idea: Measurement
Essential Question:
1. Why do we measure?
2. Why do we need standard units of measurement?
CSOs, LS, TT:
 M.O.K.4.2 use standard and nonstandard units of measure to find the
length of an object
 21C.O.PK-2.2.LS.3 Student engages in a problem solving process using
objects to solve problems and demonstrates learning by explaining how
they solved the problem.
 21C.O.PK.-2.2-LS.4 Student engages in discovery, exploration and
experimentation to reach unexpected answers. Student makes unusual
associations and provides a variety of solutions to problems.
Launch/Introduction (suggested time 15-25 minutes)
1. Teacher will talk with the students about how people long ago used parts
of their bodies (hand spans, finger widths, feet, outstretched arms) to
measure objects. Teacher will demonstrate how to measure the edge of
the rug by walking along it, heel to toe. Then have one or two students
measure the rug by using their own feet. After measuring, ask the
students why the measurements are not the same.
2. Read How Big is a Foot? Ask the students why the bed didn’t turn out
correctly.
Activating Prior Knowledge
Teacher will review the use of non-standard measurement with the
students. The class will discuss how using our body parts to measure is nonstandard measurement.
Specialized Vocabulary Development
Measurement
Ruler
Foot
Standard
Non-standard
Unit
The vocabulary will be introduced and discussed during the lesson. When a new
word is introduced the teacher and students will talk about the meaning of it and
how it is used in math.
Materials:
Paper
Scissors
Standard foot cut-outs (this is a foot-shaped cut out that measures exactly
12 inches)
Classroom chart
Book How Big is a Foot? by Rolf Myller
Investigate/Explore (suggested time varies from 30-40 minutes)
1. Students make outlines of their own feet and cut them out. Allow
students to write their names on their feet. After students have cut out
their feet ask them if using their own foot for measurement will be nonstandard measurement. Discuss their answers.
2. With a partner, students will each use their own cut-out foot to
measure an object in the room. The teacher will model how the
students are to measure the objects by placing the feet, heel to
toe/heel to toe. Each student will choose an object to measure and
have their partner assist them with the measurement.
3. After students have measured their objects they will report back to
whole group and record their findings on a class chart. The chart will
be used later in the lesson (see teacher notes).
4. Introduce the ruler. Explain to students that it is a standard measure of
length in the United States. Compare the ruler to one of the standard
foot cut-outs. Ask the students what similarities they see in the two
units of measurement.
5. As a class, make two beds with a measurement of 6 units by 4 units.
One bed will be made with the standard foot cut-outs and the other bed
will be made with the children’s own foot cut-outs (see teacher notes).
6. Compare the difference in the two beds and discuss why they are
different. Ask the students which bed they would rather lie in and why?
7. Have the students get with their same partner as earlier in the lesson.
The students are going to go back and measure the same object that
they measured earlier, this time using the standard foot cut-out.
8. Students will report back their findings and the teacher will place them
on the chart.
Summarize/Debrief the Lesson (suggested time: from 30-40 minutes)
Reflections:
As a class, the students will reflect on their findings from the chart.
Students will talk with their partner about the difference in the measurement of
their objects and will decide which unit of measurement is more consistent,
non-standard or standard? The teacher will ask students what they discovered
when they measured using the non-standard foot and when using the standard
foot. What differences did they find? Which would be a more consistent way to
measure and why? Students will then discuss why it is important that we use
standard units of measurement when we are measuring objects.
Duration: 90 Minutes
Teacher Notes:
The chart referred to in steps # 3 and #8 of the investigation will be used to show
a comparison of the measurements made with student’s feet and with the
standard foot. I use this as a visual reference for students to refer to in making
their comparisons.
To clarify, the beds being made in step#5 are to show students the difference in
using standard feet in measurement and their own feet in measurement. One
bed will be made using the standard foot cutout. It will be a 6 foot by 4 foot bed.
The other bed will be made using the children’s feet cutout. It will also be a 6
foot by 4 foot bed. This concrete example will show the students the difference
and accurateness of using a standard foot instead of their own foot to measure
objects.