1. Understanding Inches and Feet
Unit of Study: Length in Customary Units
Global Concept Guide: 1 of 3

2. Content Development
Standard linear measurement is introduced in 2nd grade; therefore, students will need multiple opportunities to practice how to use a ruler correctly.
Develop student understanding that they are measuring with a unit (e.g. inch or foot). The unit does not change as it is used over and over. Students should record the unit with the number to reflect precision. (e.g. 6 inches in contrast to 6) If students just write a number, without the unit, it has no meaning.
Throughout this GCG allow students to make connections to math in the real world by measuring objects around the classroom, school and home. (SMP 4)

3. Day 1
The color tile, which is approximately one inch, is used for a non-standard unit of measure to develop concrete understanding of the inch.
Children connect the 1 inch color tile and the inch mark on the ruler by using the color tiles to create a ruler.
Students should use their created ruler to measure objects in the classroom.
For an alternate way of building concrete measurement concepts see “Rulers of Different Colors” in GCG Lesson Ideas.

4. Day 2
Continue to emphasize that when measuring length, we are counting the spaces on the ruler. Regardless of where the object is placed on the ruler, the number of spaces does not change. (see TE p. 401 A - Teaching for Depth)
Encourage students to measure objects in the classroom to practice measuring to the nearest inch using a ruler.

5. Day 3
Students will build on their knowledge of an inch to measure in feet. By the end of this day students should have a concrete understanding that 12 inches is the same as one foot.
Students will practice measuring lengths in inches and feet with a 12-inch ruler.
When measuring objects larger than one foot students need to decide how they will keep track of groups of 12. Rather than telling kids how to do this, allow them to discuss and decide in groups. Encourage students to share their strategies and guide discussion to include how the strategies relate to each other and which are most efficient.
Extend students thinking about the relationship between the size of a unit and the number of units needed to measure an object by encouraging them to find patterns. (See activity in Go Deeper TE pg. 411)

6. Enrich/Reteach/Intervention
Math Talk in Action TE pg. 391
Provide additional practice relating inches to feet and measuring real objects
Enrich
Enrich TE pg. 393 B
Enrich TE pg. 409 B
See “Fish Measurement” link in GCG Lesson Ideas.

7. Literature for your Classroom Library