Lesson Plan
Shape Size Safari Lesson Plan
Students will learn to measure the sides of various shapes using non-standard units (unit cubes and paper clips) and accurately record their findings on a worksheet.
This lesson builds foundational measurement skills and spatial awareness, makes abstract math concepts tangible, and supports IEP learners with hands-on engagement.
Audience
1st Grade Students
Time
30 minutes
Approach
Hands-on exploration with manipulatives.
Materials
Unit Cubes Set, Paper Clip Chains, Shape Size Safari Worksheet, Pre-Cut Shape Cards, Dry-Erase Markers, and Individual Whiteboards
Prep
Setup and Preparation
10 minutes
- Review the Shape Size Safari Lesson Plan and all generated materials.
- Print and cut the Pre-Cut Shape Cards so each student has 3–4 shapes.
- Make a copy of the Shape Size Safari Worksheet for each student.
- Place Unit Cubes Set and Paper Clip Chains at each station.
- Gather individual whiteboards and Dry-Erase Markers and ensure they are ready at each seat.
Step 1
Introduction and Goal Setting
5 minutes
- Gather students and display a shape card; ask, “What shape do you see?”
- Explain: “Today we’ll be shape explorers measuring sides with cubes and paper clips.”
- Model measuring the side of a square on the board using cubes; count aloud.
- State the objective: “We will measure shapes and write down how many cubes or paper clips long each side is.”
Step 2
Guided Measurement Activity
10 minutes
- Distribute Pre-Cut Shape Cards, Unit Cubes Set, and Paper Clip Chains.
- Teacher models measuring a rectangle with cubes, then with paper clips.
- Ask students to measure the same rectangle on their whiteboards and share their counts.
- Provide sentence frames: “I used ___ cubes to measure the side of the ___.”
- Offer one-on-one support for students who need help aligning units.
Step 3
Student Measurement Stations
10 minutes
- Students rotate through 3 stations, each with a different shape card.
- At each station, measure the shape’s side with cubes, then with paper clips.
- Record both measurements on the Shape Size Safari Worksheet.
- Use visual number lines or teacher prompts as needed.
- Challenge advanced learners to compare which unit gives a higher count and explain why.
Step 4
Review and Reflect
5 minutes
- Reconvene as a group and invite volunteers to share their recorded measurements.
- Discuss: “Why did some shapes need more cubes than paper clips?”
- Reinforce non-standard units concept and praise effort.
- Collect worksheets and provide positive feedback; note any students needing extra practice.
use Lenny to create lessons.
No credit card needed
Slide Deck
Shape Size Safari
Welcome Explorers! Today we'll measure shapes using unit cubes and paper clips.
Greet students enthusiastically. Tell them they’re going on a Shape Size Safari—today’s mission is to measure shapes using fun tools!
Meet the Shapes
What shapes can you name?
• Square
• Rectangle
• Triangle
(And more!)
Show a few Pre-Cut Shape Cards and hold them up. Ask: “What shape do you see? Can you name it?”
Our Measurement Tools
We’ll use:
• Unit Cubes
• Paper Clip Chains
Display the manipulatives at the front. Pass around the Unit Cubes Set and Paper Clip Chains so students can feel them.
Modeling Measurement
- Place cubes end-to-end along one side of the square.
- Count how many cubes fit.
- Repeat with paper clips.
Draw or project a square on the board. Line up cubes along its side, counting aloud. Then repeat with paper clips.
Guided Practice
Let’s measure together!
• How many cubes long is this rectangle? ____
• How many paper clips long is it? ____
Hand out whiteboards and markers. Project a rectangle. Guide students step-by-step: measure with cubes, then paper clips.
Station Rotations
At each station:
- Measure the shape’s side with cubes.
- Measure the same side with paper clips.
- Record both numbers on your Shape Size Safari Worksheet.
Explain stations and rotate groups every 3–4 minutes. Ensure each station has a different shape, cubes, clips, and a worksheet.
Reflection
• Which shape needed more cubes than paper clips?
• Why do you think that happened?
Share your observations!
Bring everyone back together. Invite volunteers to share their measurements and reasoning. Highlight effort and correct use of units.
Worksheet
Shape Measurement Steps Worksheet
How to Measure Shapes Using Grid Squares
- Look at the grid and find the shape you need to measure.
- Choose one side of the shape.
- Count each whole square that touches that side—each square side is 1 unit.
- Write the number of units for that side.
- Repeat steps 2–4 for every side of the shape.
Shapes to Measure on Grid
Square (each side should be the same length):
┌───┬───┬───┬───┐
│ │ │ │ │
├───┼───┼───┼───┤
│ │ │ │ │
├───┼───┼───┼───┤
│ │ │ │ │
├───┼───┼───┼───┤
│ │ │ │ │
└───┴───┴───┴───┘
Rectangle (longer than it is tall):
┌───┬───┬───┬───┬───┬───┐
│ │ │ │ │ │ │
├───┼───┼───┼───┼───┼───┤
│ │ │ │ │ │ │
└───┴───┴───┴───┴───┴───┘
1. Measure the Square
- Side 1: ________ units
- Side 2: ________ units
- Side 3: ________ units
- Side 4: ________ units
2. Measure the Rectangle
- Long side: ________ units
- Short side: ________ units
Reflection
- Which shape has the longest side? ________
- How did counting grid squares help you measure accurately?
Worksheet
Real-World Length Units Worksheet
Grade Level: 8th graders (working at 2nd-grade level)
Objective: Choose the correct unit and estimate the length of everyday objects.
Directions
For each object below:
- Circle the most reasonable length (including unit).
- Write down your choice.
1. Spoon
○ 70 ft ○ 70 in ○ 7 in ○ 7 ft
Your choice: ____________________________
2. Pencil
○ 70 ft ○ 70 in ○ 7 in ○ 7 ft
Your choice: ____________________________
3. Book
○ 20 ft ○ 20 in ○ 2 ft ○ 2 in
Your choice: ____________________________
4. Door
○ 70 in ○ 7 in ○ 7 ft ○ 70 ft
Your choice: ____________________________
5. Car
○ 15 in ○ 5 ft ○ 15 ft ○ 50 ft
Your choice: ____________________________
6. Bed
○ 72 in ○ 6 in ○ 6 ft ○ 72 ft
Your choice: ____________________________
7. Table
○ 50 in ○ 5 ft ○ 5 in ○ 50 ft
Your choice: ____________________________
8. Backpack
○ 20 in ○ 2 ft ○ 20 ft ○ 2 in
Your choice: ____________________________
9. Chair
○ 36 in ○ 3 ft ○ 36 ft ○ 3 in
Your choice: ____________________________
10. Smartphone
○ 6 in ○ 60 in ○ 6 ft ○ 60 ft
Your choice: ____________________________
11. Refrigerator
○ 6 in ○ 6 ft ○ 72 in ○ 60 ft
Your choice: ____________________________
12. Whiteboard
○ 48 in ○ 4 ft ○ 4 in ○ 40 ft
Your choice: ____________________________
13. Window
○ 3 in ○ 30 in ○ 3 ft ○ 30 ft
Your choice: ____________________________
14. Television
○ 32 in ○ 3 ft ○ 32 ft ○ 12 in
Your choice: ____________________________
15. Bicycle
○ 4 in ○ 48 in ○ 4 ft ○ 40 ft
Your choice: ____________________________
16. Pencil Case
○ 8 in ○ 18 in ○ 8 ft ○ 18 ft
Your choice: ____________________________
17. Eraser
○ 2 in ○ 2 ft ○ 20 in ○ 20 ft
Your choice: ____________________________
18. Water Bottle
○ 10 in ○ 12 in ○ 1 ft ○ 10 ft
Your choice: ____________________________
19. Notebook
○ 11 in ○ 12 in ○ 1 ft ○ 11 ft
Your choice: ____________________________
20. Laptop
○ 15 in ○ 15 ft ○ 50 in ○ 5 ft
Your choice: ____________________________
Reflection
- Which object was the easiest to estimate? Why?
- Which object was the hardest to estimate? What strategy could help you improve?
Answer Key
- Spoon: 7 in
- Pencil: 7 in
- Book: 20 in
- Door: 7 ft
- Car: 15 ft
- Bed: 6 ft
- Table: 5 ft
- Backpack: 20 in
- Chair: 3 ft
- Smartphone: 6 in
- Refrigerator: 6 ft
- Whiteboard: 4 ft
- Window: 3 ft
- Television: 32 in
- Bicycle: 4 ft
- Pencil Case: 8 in
- Eraser: 2 in
- Water Bottle: 10 in
- Notebook: 11 in
- Laptop: 15 in