Eastern Connecticut State University Lesson Plan Format

Student Teacher : Lauren Della Veecchia Grade Level: 2 Date of lesson: 2/23/2018 Length of lesson: 30 minutes

Content Standards: Identify one or two primary local, state or national curricular standards this lesson is designed to help students attain. How will the learning tasks lead students to attain the identified standards?

CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.PRACTICE.MP5  Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP6  Attend to precision.

Prior Knowledge/Connections: Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson, using data from pre-assessment as appropriate. How did the students’ previous performance in this content area or skill impact your planning for this lesson?

Students have already been working with measurement tools from previous lessons. They have made their own rulers- “inchworm” rulers, which they will be using in this lesson. The students have done exercises with estimating and then actually measuring.

Student Learning Objective(s): Identify specific and measurable learning objectives for this lesson.

Students will estimate and measure objects using a ruler.

Vocabulary: Identify essential terminology to be used during instruction.

Rulers Estimate Measure Inch Length

Assessment-Essential Key Question: State essential key question(s) and identify Informal, Formal Formative and Summative Assessment that will be used during the lesson. How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.

Key Question: Why do we use rulers to measure objects? Formative: Asking for a “Thumbs up, thumbs down” if they are understanding. Checking

in with each partnership to make sure they are on task. Summative: Work page in their student books.

Materials/Resources: List the materials you will use in each learning activity.

Inchworm rulers Colored tiles Inch-wide paper strips

o 4” yellow strip, 8” blue strip, 10” red strip Pencils

Technological resources: List the technology resources that you will use in this lesson.

Smart Board

Learning Activities: Identify the instructional and strategies and instructional grouping (whole class, small groups, pairs, individuals) you will use in each lesson segment and approximate time frames for each.

Instructional Strategies: turn and talk with a partner, partnerships

Grouping Strategies: whole class, partner work (their partners are pre-determined with students who compliment one another’s abilities)

Initiation: Briefly describe how you will initiate the lesson. (Set expectations for learning; articulate to learners what they will be doing and learning in this lesson, how they will demonstrate learning, and why this is important)

This lesson is about measuring objects throughout the room using the inchworm rulers the class made in the last lesson. The behavior standards will be set. Remind students that you will be looking for good behavior and for on task students for a chance to receive smile sticks.

o Smile sticks are popsicle sticks with smiley faces on them. Students receive them throughout the day if they are on task and doing what they are supposed to be doing. They also may get them taken away if they are off task.

Ask students what they recall from the previous lessons about how to estimate objects. Review how to use their skills about how to estimate before actually measuring.

Ask students “why do we estimate?”o Answers: to get an idea of what we are measuring

Lesson Procedures: Describe how you will develop the lesson, what you will do to model or guide practice, and the learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s).

Have students come to the carpet to have a discussion. Call up tables, whichever group is quietest first and then so on.

The students will sit boy girl around the carpet, in a spot that they can all see and be involved in the discussion.

Take a minute and ask the students to first and turn and talk with their partners and discuss what they think they will be doing today with their inchworm rulers.

Take a few minutes to go over and review their observations.o Answers: We will be doing more measuringo We will measure objects around the classroom

Next, draw student attention to the pre cut strips of paper (yellow, blue and red). “Boys and girls, these three are all different lengths. How long do you think this yellow

one is?” Record answers on the white board.

o Various answers, correct answer is 4 inches. Model how to measure with the tiles, and then with the inchworm ruler with the yellow

strip. Determine that it is 4 inches long. Line up four tiles along the edge of the strip, to show that it is in fact four tiles in the

length. Next, use the ruler to show that it comes out to four inches. Do the same modeling process with the blue and red strips. Call on volunteers to help determine the estimates and actual lengths by using the tiles

and inchworm rulers. Next, students need to add number to their homemade rulers. (Right now, they are not

numbered). “Does anyone have a suggestion of something we could add to our rulers to make the

counting easier?”o Add numbers

“Yes add numbers! This way, we can see right where the end of an object is. This will help us recognize the length in a much quicker way.”

“Next, we will be doing a page in our student books that has more to do with measuring objects in the room. We will be working with a partner that I will give you. You will need to use your inch worm ruler after you have added the numbers.”

Send students to certain spots, and remind them that first they must add numbers 1-12 to their rulers.

Pull up the display of the worksheet on the Smart Board and go over the objects on the sheet. (attached)

First, have the students make all of their estimates and record them in their books with their partners.

Once students have finished with their estimates, tell them they will have 2 minutes for each object. The materials will be on the back table, so they may choose one at a time with their partners.

Use timer on the board and start with 2 minutes and each object. Once students have gone through every object and measured them, they should return to

the carpet with their partners.

Closure: Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives). To be completed by the Student Teacher; a copy of the plan should be provided to Cooperating Teacher and/or University Supervisor prior to lesson implementation.

After students complete the page in their books, they will go back to their seats. We will go over the page together and have a discussion about how their estimates compared to the actual measurements.

o Questions: Were your estimates and measurements the same?o How close were you to your estimates?o How big were the tiles in comparison to inches?

Intervention: Describe intervention strategies used for students who require accommodations to their instruction.

Students who need extra support will be paired with a student who is stronger in math. I will also be checking in on them more frequently.

Enrichment: Describe strategies used for students who benefit from unique challenges in the classroom curriculum.

Challenge these students to find more things in the classroom to measure with their inch worm rulers. (Colton, Aydon, Rubyna)