Begin by reading the story Ladybug on the Move by Richard Fowler and the use of nonstandard units for measuring the length of objects or space. Allow students to participate in retelling the story.
Review the attributes of length and how to measure it. Discuss other things that can be used to measure length or distance and are readily available—this activity encourages students to consider using their feet as a nonstandard unit of measurement. Record the students’ list on a chart and post it for future reference. Encourage students to share ideas of nonstandard units for measuring. If a student names feet as a method of measuring, launch the new lesson. If no one mentions feet or steps, allow students to share their ideas and then ask, “What about our feet?”
Discuss how to measure the length of the classroom walls, rugs, and desks, or how to measure the distance from the door to the window or from the classroom to the bathroom by using students’ own two feet and counting the number of steps. Another way to measure with feet that works especially well for kindergarten students is to pair students, give them construction paper and crayons so that
they can trace the other person’s foot, cut out the paper foot, and use it for measuring “steps.”
Demonstrate how to measure the length of a chalkboard or bulletin board by placing one foot in front of the other and counting each step. Have the students count with you as you measure and record the measurement beside the name of the object on the board or chart paper. For younger students, you may want to use a picture cue in addition to the word.
Divide the class into teams of two and give each team a couple of objects or spaces to measure, for example, distance between objects in the room. Remember that, to work independently, younger students usually need picture cues for the items to be measured. The students should record their ‘feet’ measurements and share the results with the entire class. It is appropriate for students in grades one and two to use tally marks or materials markers to record the number of units used. Record the measurements under your chalkboard or bulletin board measurement chart. Leaving these labels in place helps the students remember the measurement activity and purposes for measuring. You may also wish to distribute the Measuring Distances Activity Sheet to students so they may record their measurements as they work.
Older students can compare the lengths of various classroom objects or spaces to determine attributes such as shorter and longer, shorter and taller, and wider or narrower. Younger students can use actual objects (such as broken pencils with new pencils, books of various lengths and widths) to compare lengths instead of using steps.
To conclude this lesson, give students the opportunity to use Hiding Ladybug Applet.
This interactive math applet allows students to practice measurement skills by estimating and calculating how far a ladybug must travel to hide under a leaf. Be sure to direct student’s attention to the fact that the distance the ladybug moves is equivalent to the length of the arrow. Demonstrate how to select the arrows to generate forward or backward movements and the selection of angles to
negotiate turns of different “sizes” (45 or 90 degrees). Show students how to clear one step or all steps and how to click on the arrow at the top right of the applet for the ladybug to move according to the plan.
