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Launch

Groups of 2
Display the image.
“Aproximadamente, ¿qué tan largo piensan que es el pez de la imagen, en pulgadas?” // “About how long do you think the fish in the picture is in inches?”
“¿Qué estimación sería muy alta?, ¿muy baja?, ¿razonable?” // “What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time

Activity

“Discutan con su compañero cómo pensaron” // “Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
“Hicimos muchas suposiciones diferentes porque no tenemos mucha información” // “We had a lot of different guesses, because we don’t have a lot of information.”
“El niño tiene 7 años. Él mide 48 pulgadas de alto” // “The boy is 7 years old. He is 48 inches tall.”
“Teniendo en cuenta esta nueva información, ¿quieren ajustar o cambiar sus estimaciones?” // “Based on this new information, do you want to revise or change your estimates?”
1 minute: quiet think time
1 minute: partner discussion
Record responses.

¿Qué tan largo es este pez cobia? Usa pulgadas.

Escribe una estimación que sea:

muy baja razonable muy alta
Escribe una estimación que sea:

muy baja razonable muy alta

Student Response

to access Student Response.

Advancing Student Thinking

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Inch tiles Rulers (inches)Tape (painter's or masking)

Activity Narrative

The purpose of this activity is to introduce the foot as a U.S. unit of length. Students learn that a foot is longer than an inch and is the same length as 12 inches. They use the length of 12-inch rulers as a tool to measure lengths in feet by iterating the length of a ruler. Iterating lengths of a ruler to measure in feet helps students build a mental benchmark for the approximate length of a foot that they can use to estimate lengths.

Students measure lengths of tape that represent realistic lengths of different types of fish. They measure each length to the nearest inch and to the nearest foot. In the Activity Synthesis, students discuss the difference in their measurements and relate the differences to the size of the length units (MP7).

MLR2 Collect and Display. Circulate, listen for, and collect the language students use as they measure the length of each animal. Display measurement words and comparative language such as: “pulgadas” // “inches,” “pies” // “feet,” “regla” // “ruler,” “más que” // “more than,” “menos que” // “less than,” “más largo” // “longer,” “más corto” // “shorter,” “más pequeño” // “smaller,” and so on. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading

Launch

Groups of 3–4
Give each student an inch ruler and access to inch tiles.
“Han medido la longitud de algunos objetos y los lados de varias figuras usando pulgadas. Si miden objetos más largos, como el pez del calentamiento, puede que quieran usar una unidad diferente” // “You have measured the length of objects and the sides of shapes using inches. If you are measuring longer objects, like the fish in the Warm-up, you might want to use a different unit.”
“El pie es una de las unidades de mayor longitud del sistema tradicional de medidas de los Estados Unidos. Un pie tiene la misma longitud que 12 pulgadas” // “A foot is a longer length unit in the U.S. Customary Measurement System. A foot is the same length as 12 inches.”
“Cuando medimos una longitud que en la regla empieza en el 0 y termina en el 12, podemos decir que la longitud es 12 pulgadas o que la longitud es 1 pie” // “When we measure a length that starts at 0 on the ruler and ends at the 12, we can say the length is 12 inches or we can say the length is 1 foot.”
“De las cosas que ven en el salón de clase, ¿cuáles miden aproximadamente 1 pie de largo?” // “What are some things you see around the classroom that are about 1 foot long?"
30 seconds: quiet think time
Share responses.

Activity

Display the images of the fish.
“En lecciones anteriores, medimos las longitudes de diferentes tipos de reptiles. En esta lección, van a medir las longitudes de varios peces. ¿Qué saben sobre los peces?” // “In previous lessons, we measured the lengths of different kinds of reptiles. In this lesson, you will be measuring the lengths of fish. What do you know about fish?”
Share responses.
“Imaginemos que trabajamos en el acuario y necesitamos medir las longitudes de estos peces. Las cintas sobre el piso representan sus longitudes” // “Let’s imagine we work at the aquarium and need to measure the lengths of these fish. The tape on the floor represents their lengths.”
“Miren las tiras de cinta en el piso. Usen sus reglas para medir cada longitud, primero en pies. Luego, midan la longitud en pulgadas usando las reglas o sus fichas de pulgada” // “Look at the tape strips on the floor. Use your rulers to measure each length first in feet. Then measure the length in inches using the rulers or your inch tiles.”
10 minutes: group work time
As needed, pause after students have measured their first fish in feet and invite students to share how they used their rulers to measure in feet.

Activity Synthesis

“¿Qué observaron en sus medidas cuando pasaron de medir en pies a medir en pulgadas?” // “What did you notice about your measurements when you switched from measuring in feet to measuring in inches?” (The numbers are smaller for the number of feet. I had to count more inches than feet.)
“¿Por qué nuestras medidas en pies son mucho menores que nuestras medidas en pulgadas?” // “Why are our measurements in feet so much smaller than our measurements in inches?” (Feet are longer, so you don't need as many to measure the length of the tape. It takes more inches to cover the same length.)

Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Inch tiles Measuring tapes Objects of various lengths Rulers (inches)

Activity Narrative

The purpose of this activity is for students to make decisions about the length units and tools they use when measuring the lengths of objects (MP5). Monitor for the reasons students give for choosing their length unit or tool based on the length of the object they are measuring. When measuring items that are not a whole number of feet long, encourage students to consider using feet and inches to build their understanding that the length units are part of the same system of measurement.

In addition to inch tiles and rulers, it is recommended that students use a retractable measuring tape (tape measure) that marks the length of each foot. If measuring tapes are not available, students may use yardsticks or other tools that are longer than 12-inches. Keep in mind that if your “yardstick” is the same as your meter stick, it is longer than 36 inches and may not indicate the length of each foot. If these tools do not mark the length of each foot, take the time before measuring to show students how to use a ruler to check the length of each foot. If possible, label the length of each foot on the tool before students begin measuring.

Action and Expression: Internalize Executive Functions. Invite students to plan a strategy, including the tools they will use, for measuring items that may include feet and inches in the measurement. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Conceptual Processing

Launch

Groups of 2 and 4.
Give each student an inch ruler and access to inch tiles.
Give each group a measuring tape.
“Hay otras herramientas que pueden usar para medir longitudes aún más largas, en pulgadas y pies” // “There are other tools you could use to measure even longer lengths in inches and feet.”
Hold up a measuring tape.
“Una cinta para medir se puede usar para hacer mediciones de longitudes más largas, en pulgadas. Algunas cintas para medir también muestran la longitud de cada pie” // “A measuring tape can be used to measure longer lengths in inches. Some measuring tapes also show the length of each foot.”
Point out the different labels that show inches and those that indicate feet.
As needed, review the proper use of a retractable measuring tape (tape measure).
As needed, display and describe the features of any other tools for measuring that students may have access to for the activity (for example, yardsticks) and how they may be used to measure inches or feet.

Activity

“Ahora van a medir algunos objetos que hay en el salón, pero antes de medir cada uno, van a hacer una estimación en pulgadas o en pies” // “Now you are going to measure a few objects around the room, but before measuring each item you will make an estimate in inches or feet.”
“En cada caso, anoten su estimación de la longitud del objeto y marquen pulgadas o pies en la tabla” // “For each item, record your estimate, and circle inches or feet.”
“Después de que su compañero y ustedes hayan hecho sus estimaciones, compárenlas para ver si están de acuerdo” // “After you and your partner have made your estimates, compare to see if you agree.”
5 minutes: partner work time
“Ahora, escojan una herramienta de medición para medir cada uno de estos objetos y anoten las longitudes reales. No olviden incluir las unidades” // “Now choose a measuring tool to measure each of the same objects and record the actual lengths. Don’t forget to include the unit.”
5 minutes: small-group work time
Monitor for students who use measuring tapes to measure in feet, inches, or both units.

Activity Synthesis

“Después de escoger un objeto para medir, ¿cómo decidieron si medir en pulgadas o en pies?” // “After you picked an object to measure, how did you decide whether to measure in inches or feet?”
“¿Cómo decidieron cuál herramienta usar para medir la longitud del objeto?” // “How did you decide what tool you would use to measure the length of the object?”
Invite previously identified students who used feet and inches to measure a longer length with greater precision.

Estima la longitud de algunos objetos que hay en el salón. Decide si vas a usar pulgadas o pies. Marca la unidad.

objeto a medir	mi estimación	marca pulgadas o pies
		pulgadas pies
		pulgadas pies
		pulgadas pies
		pulgadas pies

Escoge la mejor herramienta para medir cada objeto. Anota tus medidas.

objeto a medir	herramienta para medir	longitud (incluye las unidades)

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Lesson 9

De pies a pulgadas

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

2.MD.A.1

2.MD.A.2

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

2.MD.A.1

2.MD.A.3

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

2.MD.A.3

Building Toward

Student Response

Advancing Student Thinking

Student Response

Advancing Student Thinking