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# Lesson Plan

Geometry: Hands and Feet
 Subject: Math Grade span: 2 to 5 Duration: 30 to 45 minutes
This lesson was excerpted from the Afterschool Training Toolkit under the promising practice: Math Tools

Description:

This sample lesson is one example of how you can implement the Math Tools practice. In this activity, students use a variety of measurement skills, tools, and strategies to find the area of their hand and foot prints.

Learning Goals:

• Understand length, width, height, and area, and how they connect
• Use specific strategies to estimate measurements
• Select and use appropriate standard (for instance, inches, etc.) and nonstandard (for instance, arbitrary lengths of string) units and tools of measurement
• Test predictions and communicate mathematical reasoning

Materials:

• Graph paper and unlined paper
• Pencils or colored pencils
• Ruler and protractors
• Geoboards (optional)
• Directions for each center

Preparation:

What to Do:

• Pose the question that students will answer during this activity, "Which space do you think takes up the most room, your footprint or your hand print?"
• Allow students time to brainstorm and make predictions without tracing their hand/ foot.
• Use the sample hands and feet measurement image to review length, width, and area with students
• Ask students to trace one hand and one foot on graph paper, then predict which is bigger. Students may count the squares on the graph paper as a strategy for making predictions.
• Next, ask students to measure the length and width of their hand and foot prints.
• When students have measured length and width, ask them to calculate the area of each one to test their predictions.
• Circulate and pose questions as students are working. Encourage students to work together to problem solve.
• Finally, ask students to report in on which was bigger, how they came to their answers, if their predictions were correct, and what they learned.
English Language Learners (ELL) Enhancements

Teaching Tips
• Since the goal of this activity is that students strategize a method to verify their prediction of which is bigger-their hands or their feet, it is not necessary for ELLs to use inches to do so. Unless born in the U.S., they are probably more familiar with the metric system.
• Have ELLs partner with English-speaking students so that ELLs can offer assistance with centimeters and the English speakers can offer assistance with inches if needed.
• Reword the question "Which space do you think takes up the most room, your footprint or your hand print?" to "Which drawing takes up the most space, your footprint or your handprint?" Use gestures and point to help ELLs understand the question being posed.
• Point out or elicit from students that the sample measurements given on the handout are in inches. Ask students for other ways to measure; ask ELLs to share how the word centimeter and its abbreviation can be written.
• Watch and observe as students work with partners to determine which takes up more space. ELLs may already have this understanding. They may be able to demonstrate the concept of area better than they can explain it.
Language Goals
• Make sure all students write and use measurement units when describing the length, widths and areas of their hands and feet. Even though an ELL might have used centimeters, hearing another student show his or her hand and give its measurement in inches allows the ELL to make comparisons between centimeters and inches.
• Write up and model the sentence structures below. The after-school instructor should point to the words of the sample sentences so ELLs can follow and share their own sentences using the models.
My foot (or hand) is ________ inches/centimeters long.
My foot (or hand) is ________ inches/centimeters wide.
My footprint (or handprint) is ________ inches/centimeters.

Teaching Tips:

Some students will understand length, width, and area quicker than others and may not need guidance on the use of a ruler or protractor.

Be sure that students maintain the proper units of measurement as they proceed (centimeters, inches) and that all measurements for one object are taken using the same units. Students who are measuring will also need to use the formula for calculating area, or the space an object takes up (Area = Length x Width).

Allow them to either come up with the formula on their own or have a conversation around what they might do with their measurements before providing it for them.

Students who are just learning these concepts may use nonstandard units of measurement, like counting the squares on the graph paper or simply guessing by comparing the size of their hands and feet.

These students will need to estimate some squares in portions (halves, quarters) and will also need to keep track in some way of what has been counted. Coloring or marking counted spaces in some way will be helpful. However students decide to tackle the problem, allow them to explore on their own before stepping in to offer a suggestion.

Evaluate (Outcomes to look for):

• Student participation and engagement
• Students working together and using tools to problem solve
• Understanding of nonstandard units of measurement (guessing size, counting graph paper squares) as well as standard units of measurement (measuring inches and centimeters, calculating the area)
• Answers that reflect an understanding of length, width, and area
• Ability to make and test predictions

Standards: