The Inch
Objectives To introduce the inch as a standard unit of length;
and
to provide practice measuring to the nearest inch.
a
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Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Key Concepts and Skills
• Count forward by 1s. [Number and Numeration Goal 1]
• Use language of approximation when
measuring. [Measurement and Reference Frames Goal 1]
• Measure length to the nearest inch. [Measurement and Reference Frames Goal 1]
• Compare standard units of measure and
lengths of objects. [Measurement and Reference Frames Goal 1]
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing Time Match
per partnership: 16 of 24 Time
Match Cards (Math Masters,
pp. 354 and 355), 3" by 5" note cards
(optional), clock-face stamp (optional)
Children practice telling time on
analog clocks.
Math Boxes 4 4
Math Journal 1, p. 63
Children practice and maintain skills
through Math Box problems.
Key Activities
Home Link 4 4
Children measure using 1-inch long objects
and then measure to the nearest inch with a
1-foot ruler. They order and compare lengths
of objects.
Math Masters, p. 99
Children practice and maintain skills
through Home Link activities.
Ongoing Assessment:
Recognizing Student Achievement
Use the Math Message. [Measurement
and Reference Frames Goal 1]
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Comparing Lengths
Foot-Long Foot (Math Masters, p. 97)
per partnership: 10" and 11" paper strips,
1-inch stacking cubes
Children use cubes to measure different
objects.
ENRICHMENT
Measuring Objects Longer than
One Foot
Foot-Long Foot (Math Masters, p. 97)
objects between 1 and 2 feet long 12-inch
ruler from Part 1
Children measure objects between 1 and
2 feet.
ELL SUPPORT
Building a Math Word Bank
Differentiation Handbook, p. 126
Children add inch to their Math Word Banks.
Ongoing Assessment:
Informing Instruction See page 293.
Key Vocabulary
inch in.
Materials
Math Journal 1, p. 62
Home Link 43
Math Masters, p. 305
Math Masters, p. 313 (2 per child)
Foot-Long Foot (Math Masters, p. 97) 1-inch
stacking cubes scissors several objects
shorter than a foot overhead ruler (optional)
Advance Preparation
For Part 1, gather 1-inch cubes (or other 1-inch long objects) for each partnership. In Part 2, save the decks
of 24 cards from Time Match for reuse in Lesson 410. For the optional Readiness activity in Part 3, half
of the children will need 10" strips. The other half will need 11" strips. Teacher’s Reference Manual, Grades 1–3 pp. 166, 167
Lesson 4 4
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Getting Started
Mental Math and Reflexes
Have children show thumbs up for even numbers and thumbs down for odd
numbers.
2, 5, 9, 10 2 and 10 are even; 5 and 9 are odd.
14, 18, 23, 31 14 and 18 are even; 23 and 31 are odd.
67, 76, 102, 111 76 and 102 are even; 67 and 111 are odd.
Math Message
Home Link 43
Follow-Up
Did anyone find a person
with a foot-long foot? Should people
use their own feet as a unit of measure?
Why or why not? No; it might give a good
estimate, but each person might get a
different measurement.
Estimate about how many feet it is from your seat to the meeting area.
Call children to the meeting area in groups of 3 or 4. Ask them to use the foot-long foot to
measure and record in feet how far it is from their seat to the meeting area.
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
Discuss children’s measurements. Ask if anyone had a part of a
foot “left over” as he or she reached the meeting area, and, if so,
how did he or she record that part of a foot in the total distance.
Half of a foot, part of a foot, less than 1 whole foot
Ask children if they know of rulers other than the foot-long foot
that they can use to measure smaller distances. If no one suggests
inches (or centimeters), discuss the need for a unit of measure
smaller than a foot.
Teaching Aid Master
Date
12
Name
11
Rulers
Ongoing Assessment:
Recognizing Student Achievement
Math
Message
[Measurement and Reference Frames Goal 1]
11
12
7
13
14
8
15
9
10
Use the Math Message to assess children’s ability to measure in feet. Children
are making adequate progress if they use the foot-long foot correctly, not
overlapping or leaving gaps between units. Some children may get exact
measurements.
7
5
8
9
6
10
Introducing the Inch As
5
6
a Standard Unit of Length
(Math Masters, p. 313)
RS
2
IM
E
CE
NT
1
0
1. Review the process of measuring objects that are longer than
one foot by marking and counting with one foot-long foot
cutout or by laying several cutouts end to end.
NC
HE
S
1
2
TE
3
3
4
4
Copyright © Wright Group/McGraw-Hill
WHOLE-CLASS
ACTIVITY
0I
313
Math Masters, p. 313
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2. Next, distribute at least eight 1-inch stacking cubes (or
other 1-inch objects) to each partnership. (As an alternative,
children can use the distance across their index and middle
fingers to approximate 1 inch.) Tell children that the inch is a
standard unit of length that is shorter than the foot. Each edge
of the cube (or other object) is 1 inch long.
3. Partners measure several objects, such as a pencil or a book,
by laying a row of cubes next to the object and counting them.
The edge of the first cube should align with one end of the
object. Observe partners’ actions and interactions. After a few
minutes, bring the class together to share results.
4. Children cut out the 12-inch ruler on Math Masters, page 313.
Children match a 1-inch cube against a 1-inch space on the
ruler. They then compare the ruler to their foot-long foot and
count the number of inches in a foot.
Adjusting the Activity
Ask if anyone knows what the smaller marks on the cutout ruler
indicate. half-inches Note that the half-inch marks are positioned halfway
between the inch marks.
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
Measuring in Inches with
V I S U A L
WHOLE-CLASS
ACTIVITY
the Cutout Ruler
ELL
(Math Journal 1, p. 62)
Display an object shorter than a foot. Show children how to use
the cutout ruler to measure the object, as follows:
1. Place the object on or alongside the ruler, with one end at the
0-mark. Explain that this is like lining up objects side by side
to compare their lengths.
Student Page
Date
LESSON
4 4
䉬
2. Find the inch mark nearest to the other end of the object by
using the mark halfway between whole inches to help you
decide. (Children may need several demonstrations at this
stage of using a measuring tool.)
Time
Inches
Pick 4 short objects to measure. Draw or name them.
Then measure the objects with your ruler. Answers
vary.
1.
About
inches long
About
inches long
About
inches long
About
inches long
2.
Ongoing Assessment: Informing Instruction
Watch for children who do not align one end of the object with the 0-mark.
3.
Adjusting the Activity
Draw a large “ruler” on the board or use a transparent ruler on an
overhead projector to demonstrate how the ruler should be used. Show children
how to line up an object at the 0-mark and how to find a measurement to the
nearest inch.
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
4.
V I S U A L
Math Journal 1, p. 62
Lesson 4 4
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Adjusting the Activity
Have children use crayons to mark
the inch marks on their rulers to help them
distinguish between the inch and _12 -inch
marks.
AUDITORY
KINESTHETIC
TACTILE
VISUAL
Partners pick four short objects not already measured. They draw
or name each object on journal page 62. Then they use their rulers
to measure the actual objects to the nearest inch and record their
measurements.
Put a unit box (labeled inches or in.) on the board. To support
English language learners, discuss the difference between the
abbreviation in. and the word in. Circulate and help children to
line up one end of the object to be measured with the 0-mark on
the ruler and then to read the nearest inch at the other end of the
object. Explain that inches give more precise measurements than
feet, although objects rarely end at an inch mark.
Bring the class together to share results. Make the following
points:
NOTE Some children may give a measurement to the nearest _12 inch if the end of an
object is close to that mark. In second grade,
children will measure to the nearest _12 inch
using the _14 -inch marks on a ruler.
●
Standard measures, such as feet and inches, enable different
people measuring the same thing to get about the same
measurements.
●
Measure by starting at the 0-mark (or end mark if there is
no zero).
●
Many times things are not an exact number of inches or feet in
length. Therefore, descriptions such as between
and
inches (or feet), just past
inches (or feet), about
inches
(or feet), or almost
inches (or feet) are good phrases to use.
●
12 inches equals 1 foot.
Links to the Future
This is children’s first exposure to measuring with inches. Do not expect all
children to master this skill while in first grade. Measuring to the nearest
inch is a Grade 2 Goal.
Reinforce ordering lengths of objects and comparing lengths of
two objects indirectly using a third object by writing the following
sentence on the board:
If
and
then
is longer than
is longer than
is longer than
,
,
.
For example, if the pencil is longer than the crayon, and the
crayon is longer than the eraser, then the pencil is longer than the
eraser. Use three of the four objects children measured to complete
Math Journal 1, page 62 and have them take turns completing
this sentence orally. Have children work in pairs to complete the
sentence on an Exit Slip (Math Masters, page 305) using other
objects.
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Game Master
2 Ongoing Learning & Practice
Name
Date
11
10
Playing Time Match
1 2
4 3
Time Match Cards
PARTNER
ACTIVITY
12
1
11
10
2
3
9
8
4
7
6
12
1
3
8
5
11
10
2
9
4
7
6
12
1
2
3
9
8
5
4
7
6
5
(Math Masters, pp. 354 and 355)
Children practice telling time on analog clocks. This game can be
played by 2 or 3 players using a prepared deck of 16 cards.
11
10
12
1
3
8
11
10
6
12
3
6
12
6
12
5
1
2
9
4
6
3
11
10
2
3
7
2
4
7
1
8
5
1
8
5
9
4
7
6
12
9
4
11
10
2
8
3
7
1
11
10
2
3
8
5
4
7
6
5
py g
1. One player shuffles the cards and places all 16 cards
clock-side down in a 4 × 4 array.
1
8
5
9
12
9
4
7
Directions
11
10
2
9
g
3. When all of the cards have been collected, the player with
the most matches wins.
Math Boxes 4 4
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 63)
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 4-2. The skills in Problem 4
preview Unit 5 content.
Writing/Reasoning Have children discuss, draw, or write
an answer to the following question: Why is it important
to use a thermometer? A reasonable answer should connect
reading the thermometer to making everyday decisions as to what
to wear or what to do.
Home Link 4 4
INDEPENDENT
ACTIVITY
11
10
12
1
11
10
2
9
3
8
6
1
3
8
5
11
10
2
9
4
7
12
6
1
2
9
4
7
12
p
2. Players take turns turning over 2 cards at a time. If the
cards match, the player keeps them. If the cards don’t match,
they are returned clock-side down in the same positions.
3
8
5
4
7
6
5
Math Masters, p. 354
NOTE Prepare the deck of 16 cards by
removing the 4 clock-face cards and the
4 word cards that reference quarter-hours. To
create your own deck of cards, cut eight 3" by
5" index cards in half. On 8 of the cards,
stamp a clock face. Fill in appropriate times
on the clock faces and write the same times
in words on the other 8 cards.
Game Master
Name
Date
Time Match Cards
1 2
4 3
continued
3 o’clock
5 o’clock
11 o’clock
7 o’clock
Half-past
2 o’clock
Half-past
10 o’clock
Half-past
12 o’clock
Quarter-past
5 o’clock
Quarter-before
7 o’clock
Half-past
6 o’clock
Quarter-to
9 o’clock
Quarter-after
1 o’clock
(Math Masters, p. 99)
Home Connection Children use a ruler to measure and
record lengths. In addition to the Home Link, you might
wish to send home copies of the ruler (Math Masters,
page 313) for children who may not have rulers at home.
Math Masters, p. 355
Lesson 4 4
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Student Page
Date
Time
LESSON
3 Differentiation Options
Math Boxes
4 4
䉬
1. Record the temperatures.
°F
70
°F
70
60
60
50
50
40
40
30
30
58
42
°F
READINESS
Comparing Lengths
2. Draw the missing shape.
4. Use a number grid.
Count by 10s.
Before Number After
27
28
34
49
100
1,
29
35
50
101
36
51
102
11,
21
,
31
,
61
,
71
,
41
,
51
81
,
91 , 101
,
Math Journal 1, p. 63
Have children set aside their strips and use 1-inch stacking cubes
to make a stack as tall as their foot-long foot. They should
compare their strips to their cube stack. Ask them if they can now
tell which set of strips is longer. Ask why it was easier to compare
the lengths using the cube stacks. With the cube stacks, you can
tell that one set of strips is 10 cubes long and the other set of
strips is 11 cubes long. Encourage children to use their cube
stacks to measure objects in the room to the nearest “cube.”
ENRICHMENT
NOTE Remember to reserve time every day
to complete the number-line, attendance,
calendar, temperature, and weather routines.
Home Link Master
Name
Date
Measuring with Inches
HOME LINK
44
䉬
Family
Note
5–15 Min
To provide experience with estimating and comparing lengths,
have children determine which of two strips is longer. Give one
half of the group 10-inch strips and give the other half 11-inch
strips. Do not allow children to directly compare strips. Have
children measure their strips with the foot-long foot from Lesson
4-3. Ask children how they can tell which set of strips is longer
without directly comparing the strips.
°F
3. Complete the table.
SMALL-GROUP
ACTIVITY
We are learning how to measure to the nearest inch. Do not expect your child to be
proficient with this skill at this time. We will be practicing throughout the year. To help your
child, make sure that he or she lines up one end of the object with the 0-mark on the ruler.
Help your child find the closest inch mark at the other end of the object.
Measuring Objects Longer
SMALL-GROUP
ACTIVITY
5–15 Min
than One Foot
To apply children’s understanding of linear measurement to the
nearest inch, have children measure objects that are longer than
one foot but shorter than two feet. Ask children how they might
use their foot-long foot and their 12-inch ruler to measure these
objects. Have a volunteer demonstrate how to do this by
measuring to the nearest inch. Have children work together to
measure the selected objects to the nearest inch or half-inch, as
appropriate. Children can record the objects and their lengths.
Some children may want to measure objects longer than two feet.
Please return this Home Link to school tomorrow.
Use your 12-inch ruler to measure the objects below.
Record your measurements.
About
4
inches long
About
3
inches long
Copyright © Wright Group/McGraw-Hill
Practice
How many tally marks?
12
5. Draw tally marks
to show 19.
////\ ////\ ////\ ////
4. ////\ ////\ ////\ ////\ /
21
5–15 Min
To provide language support for measurement, have children use
the Word Bank Template found on Differentiation Handbook,
page 126. Ask children to write the term inch, draw a picture
to represent the term, and write other words that describe it.
See the Differentiation Handbook for more information.
6. Draw tally marks
to show 25.
////\ ////\ ////\ ////\ ////\
Math Masters, p. 99
296
SMALL-GROUP
ACTIVITY
(Differentiation Handbook, p. 126)
2.
3. ////\ ////\ //
ELL SUPPORT
Building a Math Word Bank
1.
Planning Ahead
Label children’s tape measures with their identification numbers
for distribution in Lesson 4-6.
Unit 4 Measurement and Basic Facts
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