Let's Measure with Inches and Feet!

Math Grades 1st Grade 1:05 Video
Print Lesson Plan Watch Video

Lesson Description

Learn about length, width, and height using inches and feet! Discover how to measure objects around you using different tools.

Video Resource

BRAINPOP JR INCHES & FEET

Brainy Pop

Duration: 1:05
Watch on YouTube

Key Concepts

  • Length
  • Width
  • Height
  • Measurement
  • Inches
  • Feet

Learning Objectives

  • Students will be able to define length, width, and height.
  • Students will be able to measure objects using non-standard units (e.g., crayons).
  • Students will be able to understand the concept of using inches and feet for measurement.

Educator Instructions

  • Introduction (5 mins)
    Begin by asking students what they know about measuring. Discuss what it means for something to be long, wide, or tall. Show the BrainPop Jr. video 'Inches & Feet'.
  • Discussion (10 mins)
    After watching the video, review the concepts of length, width, and height. Ask students to give examples of things that are long, wide, and tall. Discuss the importance of using the same-size units when measuring.
  • Activity: Measuring with Crayons (15 mins)
    Provide each student with a set of crayons and various small objects (e.g., pencils, books, erasers). Have them measure the length of each object using crayons. Emphasize lining up the crayons end-to-end without gaps or overlaps. Students record their measurements (e.g., 'The pencil is 6 crayons long').
  • Introducing Inches and Feet (10 mins)
    Introduce the terms 'inches' and 'feet' as standard units of measurement. Show students a ruler or yardstick. Explain that inches are smaller units and feet are larger units (12 inches make a foot).
  • Activity: Inch Exploration (10 mins)
    Have students use rulers to find objects that are about 1 inch long. Have them measure the length of a few items and write down their measurements in inches.

Interactive Exercises

  • Classroom Scavenger Hunt
    Give students a list of items to find in the classroom and measure using inches (e.g., 'Find something that is 5 inches long').
  • Estimating Length
    Show students different objects and have them estimate their length in inches or feet before measuring them with a ruler.

Discussion Questions

  • What are some tools we can use to measure things?
  • Why is it important to use the same-size units when measuring?
  • Can you name something that is very long? Very wide? Very tall?

Skills Developed

  • Measurement
  • Estimation
  • Problem-solving
  • Communication

Multiple Choice Questions

Question 1:

What is it called when you find how LONG something is?

Correct Answer: Length

Question 2:

What is it called when you find how WIDE something is?

Correct Answer: Width

Question 3:

What is it called when you find how TALL something is?

Correct Answer: Height

Question 4:

What can we use to find out how long something is?

Correct Answer: All of these

Question 5:

What is a tool that can help us measure inches?

Correct Answer: Ruler

Question 6:

How many inches are in one foot?

Correct Answer: 12

Question 7:

If a book is 7 crayons long, and each crayon is the same size, what are we measuring?

Correct Answer: Length

Question 8:

Which of these is a tool we use to measure things?

Correct Answer: A ruler

Question 9:

Is length the same as height?

Correct Answer: No

Question 10:

What's longer, an inch or a foot?

Correct Answer: A foot

Fill in the Blank Questions

Question 1:

We can use _________ to measure things.

Correct Answer: Rulers

Question 2:

__________ is how long something is.

Correct Answer: Length

Question 3:

__________ is how wide something is.

Correct Answer: Width

Question 4:

__________ is how tall something is.

Correct Answer: Height

Question 5:

12 inches make 1 ___________

Correct Answer: Foot

Question 6:

We can use ___________ to measure how long Selden is.

Correct Answer: Crayons

Question 7:

We line up the crayons end to ____ when we measure.

Correct Answer: End

Question 8:

A ________ can help us measure in inches.

Correct Answer: Ruler

Question 9:

Selden isn't very ________ or wide.

Correct Answer: Tall

Question 10:

It is easier if we use something that is flat and ____________.

Correct Answer: Straight

Educational Standards

CCSS.Math.Content.1.MD.A.2:Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. CCSS.Math.Content.1.G.A.1:Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

Teaching Materials

Download ready-to-use materials for this lesson:

Student Worksheet Classroom Slides Assessment Quiz Export to Google Docs
Add to Google Classroom

User Actions

Sign in to save this lesson plan to your favorites.

Sign In

Share This Lesson

Related Lesson Plans