Springfield College

Lesson Plan Template

Teacher: Brittany Anderson
Subject: Math
Title of Lesson: Measuring Shoes

Date: Wednesday, January

21st
Grade Level: K
Lesson Length: 30 min (22:30)

Overview of the Lesson

Lesson Summary:
In this lesson, students will understand how to measure the lengths of their
shoes as well as counting objects and creating an equivalent set.
Massachusetts Framework Standards:
K.MD.A.1 Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
Lesson Objectives: The students will be able to..
Trace one anothers shoes on a piece of paper
Use cubes to measure and record how long the outlined shoe on the paper is
Count the objects in the Counting Jar and use the cubes to create a set of the
same size
Materials/Equipment to be Used in Teaching the Lesson:
Blank paper
Pencils
Counting cubes
Counting jar items/objects
Counting jar worksheets
Enduring Understandings:
Big Ideas: The students will understand thatthere are different ways
of measuring the same thing (starting from the top or bottom of the
shoe, estimating, etc)
Concepts: counting, recording, measuring, tracing
Essential Questions:
How can we measure our feet?
How can we trace our feet?
How can we draw our counting jar objects?
Content
Factual Content:
The students will learn how to trace one anothers shoes, how to measure that
tracing, and how to record their observations.
The students will learn how to count a specific amount of objects, how to
represent that number with chips, how to draw that number of objects, and
how to write that number numerically.
Vocabulary:
Tier 1:
Count to determine the total number or amount of something
Tier 2:
Measure use a standard tool or instrument to determine the total amount or

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Lesson Plan Template
number of something (length, weight, height, etc)
Record to write down a piece of information or observation
Tier 3:
Label to put your name on something so you know that it is yours
Trace to draw on the outer edge of an object, to outline something
Critical Thinking Skills (Reading, Writing, Speech, Listening)
The students will practice tracing their shoes, measuring their outline, and
counting and recording that total measurement.
The students will determine their measurement.
The students will describe their measuring method.
The students will discuss and compare and contrast their measurements.
Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,
Informal/Formal)
The students will share their recordings and observations. The teacher will
also informally assess the students by walking around the room and checking
in with the students occasionally.

Action/Instructional Procedures
Procedures:
Anticipatory Set: With the teacher sitting in the teacher chair and the students on the rug
in a cluster of grapes, the teacher will ask the students, What size shoe do you wear?
After taking some of the students responses, the teacher will explain that everyones
shoes are different sizes! We are going to measure our shoes again just like yesterday
but using a different technique. (3 minutes)

Step One: The teacher will explain the activity have each student pick a partner (there
can be a group of 3 if needed). At the summer and winter tables, one partner will trace the
other partners foot on a piece of paper (have the student put the piece of paper on the
ground and step on the paper while still wearing their shoe so that it can be traced). Then
they will switch partners so the other persons shoe can be traced. Have the students put
their name on the paper that has their shoe print on it so they dont get mixed up. Next,
have the students use the counting cubes to measure their shoe trace and record that
number on the piece of paper next to their name. At the fall table, students will do the
counting jar activity. Each student will pick a different jar that has a specific amount of
objects in it (plastic frogs, rubber fishes, etc). They will count those objects and follow
the instructions on the worksheet. (5 min)

Step Two: Break the students up into 3 even groups. One group starts at the fall table,
one group starts at the winter table, and one group starts at the summer table. When the
fall table is finished with their counting jar activity and place their worksheets in the
finished work box, they can move onto the summer or winter table to do the tracing and
measuring activity. And when the winter and summer tables are done with the tracing and
measuring activity and place their shoe traces in the finished work box, they can move to
the fall table for the counting jar activity. (2 min)

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Lesson Plan Template

Step Three: Send the students off to their assigned tables with their partners and have
them get started on the activities. The teacher will walk around and answer any questions,
make sure every student is working appropriately with their partner and the given
materials, and make sure expectations are being met (neat handwriting, names on all
papers, not rushing through the activities, etc) (12 min)

Closure: Give a two minute warning before having the students clean up their work
areas. Bring the students back together on the rug in a cluster of grapes to have them
discuss their findings as a whole group. Ask the students, Did you notice anything that
was difficult at any of the tables? and How did you measure the outline of the shoes?
Were there different ways that could have been done? Bring up any observations that
were noticed while walking around and working with the students. (8 min)
Reflection:
I found that there were some attention difficulties and the students were eager to get
started on the activity.
Next time, I might assign partners which might cut down on the time that was spent with
students figuring out who their partners were going to be.
The students finished at all different times. Some were done much more quickly than I
had anticipated and some took a little bit longer. I would have a follow up activity next
time or just have them sit quietly and read while they waited for the rest of their
classmates to finish.
I did feel a little bit rushed on time because I knew our 2nd grade reading buddies were
coming right at 2:30 and we started a little late after library.
I would also try to spread out the tables or the stations next time so that the students
arent so close to each other and have more room to neatly do their work and trace their
partners foot.
Also, during the closure, I forgot the questions that I was going to ask because our
discussion got moved in a different direction so I would try to have my questions written
out or my lesson plan in front of me so that I remember them easily.