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Step
Into My Shoes
Designed by: Emily Carpenter, A. C.
Moore Elementary
Grade Level: Kindergarten
Subject: Math
Core
Curriculum Objectives
Compare
and order two or more objects by a single
attribute (such as heavier/lighter; more/less,
equal; cool/warm; tall/taller/ tallest). (KME1-2)
Organize,
record and communicate data such as a bar graph,
picture graph etc. (KSP1-3)
Read
and interpret data to answer questions (KSP1-4)
S.C.
State Standard- Measurement
Compare two objects or events using direct
comparisons or nonstandard units of measure
according to one or more of the following
attributes: length (shorter, longer), height
(taller, shorter), weight (heavier, lighter),
temperature( hotter, colder). Examples of
nonstandard units include foot length, hand span,
new pencil, paper clip, block etc. (VC1)
Overview
The teacher will read How Big Is A Foot? By Rolf
Myller. Students will explore shoe size by tracing
shoes and using unifix cubes to find the length.
Students will graph results and compare to find
the longest shoe and the shortest shoe. The
students will make a shoe print path sequencing
shoes from the shortest to the longest according
to the results of the graph.
Focus
Essential Questions
1. Can you tell me if your shoe is longer or
shorter than your partner's shoe?
2.
Can you count the unifix cubes it takes to measure
your shoe length?
3.
Can you show me the correct way to color the graph
to indicate how many cubes you used to measure
your shoe length?
4.
From reading the graph, can you tell me if your
shoe print is long or short compared to the others
in the graph?
Time
Frame
One 50minute lesson
Resources
and Materials
Write And Read Math Storybooks
How
Big Is A Foot? Rolf Myller
pens,
paper (white or drawing paper)
unifix
cubes
crayons
teacher
prepared graph
tape
Technology
Richard
Scarry's Best Math Program Ever CD
Millie's
Math House CD
Jump
Start Math ages 3-6
Math
Blaster 3-6
Culminating
Assessment Rubric
|
Name |
Demonstrates
3 skills
Proficient |
Demonstrates
2 skills
Emerging |
Demonstrates
less than 2 skills
Not Yet |
| Can
identify shoe as long or short. |
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| Correctly
completed data about his/her shoe size on
graph |
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| Reads
and interprets data to answer questions |
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Instructional
Activities
The
teacher will begin by reading the book How Big
Is A Foot? By Rolf Myller. The book is a cute
story to introduce a theory of how we got the term
foot for measurement. After having previously
introduced and used the measurement tools, ruler
and yardstick, the students will now work with
nonstandard methods of measurement. The teacher
will give the students the choice of finding a
partner or working alone to trace the outline of
their shoe onto paper with a marker. After all
students have successfully traced or had someone
trace their shoe, each student will be given
unifix cubes to measure the length of the shoe.
The teacher will monitor for understanding and
demonstrate if needed. When the students have
found the number of cubes it takes to measure the
length of the print, the teacher will post a
ready-made graph. The students will be reminded
that the objective for the lesson is to find the
longest shoe and how many cubes it took to measure
it as well as the shortest shoe and the number of
cubes used to measure. Each student will then
cooperatively complete the graph according to the
number of cubes. For example, the graph should
look as follows:
| Name |
3
cubes |
4
cubes |
5
cubes |
6
cubes |
7
cubes |
8
cubes |
9
cubes |
10
cubes |
| 1.
John |
xxxxxxx |
xxxxxx |
xxxxxxx |
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After
the students have completed the graph, the
students will collaboratively determine which shoe
took the most cubes to measure and which shoe took
the least. The students will then determine which
is the longest and which is the shortest shoe.
After the graph activity has been completed and
the teacher has monitored for understanding, the
students will go to the tables and work
cooperatively sharing materials to color and or
decorate the shoes as they choose. Next the
students will work cooperatively to lay out a
footstep path sequencing the shoes from the
shortest to the longest. The students will tape
the prints to the floor. The class can invite
other students, teachers and parents to come in
and compare their shoe sizes as well. This foot
print path can be left for a nine- week period for
the children to measure for any growth in their
shoe sizes.
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