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Launch

Groups of 2
Display the image.
“About how long do you think the fish in the picture is in inches?”
“What is an estimate that’s too high? Too low? About right?”
1 minute: quiet think time

Activity

“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
“We had a lot of different guesses, because we don’t have a lot of information.”
“The boy is 7 years old. He is 48 inches tall.”
“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.

How long is this cobia fish? Use inches.

Record an estimate that is:

too low about right too high
Record an estimate that is:

too low about right too high

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: “inches,” “feet,” “ruler,” “more than,” “less than,” “longer,” “shorter,” “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.
“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.”
“A foot is a longer length unit in the U.S. Customary Measurement System. A foot is the same length as 12 inches.”
“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.”
“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.
“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.
“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.”
“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.

Work with your group. Measure the tape strips around the classroom. Use feet. Then measure the length in inches.

Tape A

largemouth bass

Length in feet: __________ ft

Length in inches: __________ in

Tape B

spiny dogfish shark

Length in feet: __________ ft

Length in inches: __________ in

Tape C

catfish

Length in feet: __________ ft

Length in inches: __________ in

Tape D

koi

Length in feet: __________ ft

Length in inches: __________ in
What do you notice about the number of feet compared to the number of inches?

Activity Synthesis

“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.)
“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.
“There are other tools you could use to measure even longer lengths in inches and feet.”
Hold up a measuring tape.
“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

“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.”
“For each item, record your estimate, and circle inches or feet.”
“After you and your partner have made your estimates, compare to see if you agree.”
5 minutes: partner work time
“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.

Estimate the length of objects around the room. Decide if you will measure in inches or feet. Circle the unit.

object to measure	my estimate	circle inches or feet
		inches feet
		inches feet
		inches feet
		inches feet

Choose the best tool to measure each object. Record your measurements.

object to measure	measurement tool	length (include unit)

Activity Synthesis

“After you picked an object to measure, how did you decide whether to measure in inches or feet?”
“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.

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Settings

Language

Audience

Assessment Access

Lesson 9

From Feet to Inches

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