Unit 3, Lesson 9
From Feet to Inches
Grade 2
Preparation
Lesson Narrative
In an earlier lesson, students were introduced to the inch as a length unit in the customary system. They developed a benchmark for an inch and measured objects with an inch ruler.
In this lesson, students use the length of a 12-inch ruler to develop an understanding of the length of 1 foot. They use a ruler as a benchmark for estimating the length of a foot. Throughout the lesson, students make decisions about which tools and which length units to use when measuring (MP5). They compare measurements for the same object in inches and feet and generalize that more units are needed to measure the same length if you use a smaller length unit. This concept is a foundation for future work with measurement and their work with unit fractions in later grades.
Although the activities encourage students to notice that 1 foot is the same length as 12 inches, students are not expected to convert units in grade 2. Students express larger units in terms of smaller units in grade 4 and larger units in terms of smaller units in grade 5.
- Action and Expression
- MLR2
- Choose the length units and tools to measure the length of objects and explain (orally) the choices.
- Comprehend (in spoken and written language) the meaning of the term “foot” and “feet” in the context of length measurement.
- Generalize (orally) that it takes more smaller units than larger units to measure the same length.
Required Materials
Required Preparation
- Tape strips of these lengths on the floor. Label each strip with the letter and fish name. It may be helpful to make multiple sets of these lines to keep the groups small.
- Strip A, largemouth bass: 2 feet
- Strip B, spiny dogfish shark: 4 feet
- Strip C, catfish: 3 feet
- Strip D, koi: 2 feet and 6 inches
- Each group of 4 needs a measuring tape (or retractable tape measure) that labels the length of each foot.
Teacher Reflection Questions
In the first activity, students measured the same length of tape in both inches and feet. What evidence did you see of students’ understanding that the different measurements for each line relate to the size of the unit used to measure?