madelinebutlerbportfolio.files.wordpress.com · web viewmadeline butler. updated 8/15/2015. 2nd...

Madeline ButlerUpdated 8/15/2015

2nd Grade Math: Measurement Unit

Standards Covered:

CCSS.MATH.CONTENT.2.MD.A.1MEASURE 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.2MEASURE the length of an object twice, USING length units of different lengths for the two measurements; DESCRIBE how the two measurements relate to the size of the unit chosen.CCSS.MATH.CONTENT.2.MD.A.4MEASURE to DETERMINE how much longer one object is than another, EXPRESSING the length difference in terms of a standard length unit.

Essential Question: What is an example of a metric unit for length? What is an example of a customary unit for length? Why do we usually use standard units to measure length?Big Idea: There are many units and tools that can be used to measure length. Standard units allow people to compare measurements in different places and at different times.

Essential Question: What tool should I use to measure the length of my pencil? What tool should I use to measure the length of my classroom?Big Idea: The appropriate tool to measure length depends on the size of the object to be measured.

Essential Question: How does the measurement of an object’s length change when I use a different unit?Big Idea: When measuring an object with a smaller unit, the measurement is bigger than if you measure the same object with a bigger unit.

Essential Question: How much longer is your pointer finger than your thumb? How do you know?Big Idea: You can measure two different objects with the same unit to compare their lengths. You can find out which object is longer and by how much.

Post-Assessment Plan:Test to be administered at the end of the unit. All students will have a ruler that measures both inches and centimeters.

Each table group will have a 4cm piece of red string and a 11 cm piece of blue string.

Name: ___________________________________________

Date: _____________________________________________

Measurement Test

1. At your table there are two pieces of string. Use your ruler to measure how long they are to the nearest centimeter. Don’t forget to label your answer. (20 points)

Length of the red string: __________________

Length of the blue string: _________________

2. How much longer is the blue string than the red string? Don’t forget to label your answer. (20 points)

3. What is the best tool I can use to measure the length of the bulletin board? (10 points)

___________________________________________________________

4. What is the best tool I can use to measure the length of my pencil? (10 points)

____________________________________________________________

5. Sort the standard units listed below into metric units and customary units.

yards, kilometers, centimeters, feet, meters, inches, miles (10 points)

Metric Units Customary Units

1. 1.

2. 2.

3. 3.

4.

6. The units you sorted in question 4 are standard units. Why do people use standard units? For example, why might I measure my height in feet and inches instead of in books?

What is the benefit of measuring like this instead of ? (10 points)

7. 1 foot = _______ inches1 meter = _______ centimeters (10 points)

8. I am going to measure the height of our classroom door. I measure it first in inches and then in feet. Is the door more inches tall or more feet tall? (10 points)

ANSWER KEY – Measurement Test

1. At your table there are two pieces of string. Use your ruler to measure how long they are to the nearest centimeter. Don’t forget to label your answer.

Length of the red string: _________4 cm_________ (10 points)

Length of the blue string: ________11 cm_________ (10 points)

* UNIT (CM) MUST BE INCLUDED FOR CORRECT ANSWER

2. How much longer is the blue string than the red string? Don’t forget to label your answer.

7 cm (20 points)

* UNIT (CM) MUST BE INCLUDED FOR CORRECT ANSWER

3. What is the best tool I can use to measure the length of the bulletin board? (10 points)

Acceptable answers: MEASURING TAPE or YARD STICK or METER STICK

4. What is the best tool I can use to measure the length of my pencil? (10 points)

RULER5. Sort the standard units listed below into metric units and customary units.

yards, kilometers, centimeters, feet, meters, inches, miles (10 points)

Metric Units Customary Units

1. Kilometers 1. yards

2. Centimeters 2. feet

3. Meters 3. inches

4. miles

If all correct: 10 points Partially Correct: 1 point for each placed correctly

6. The units you sorted in question 4 are standard units. Why do people use standard units? For example, why might I measure my height in feet and inches instead of in books?

What is the benefit of measuring like this instead of ? (10 points)

Sample answer:It would not make sense to measure in books because books can be different sizes. When you use feet, I can understand how tall that is because I measure in feet too, and all feet are the same size.

*Answer should show understanding of this: Standard units allow people to compare measurements in different places and at different times.

Only different times or places need to be mentioned or implied to get full pointsHalf points (5/10) awarded if students give a reasonable answer but do not mention that standard units allow people to compare measurements in different places and times (e.g. “Books can be different sizes, so it doesn’t make sense to measure with them”)

7. 1 foot = ____12___ inches (5 points)1 meter = ___100____ centimeters (5 points)

8. I am going to measure the height of our classroom door. I measure it first in inches and then in feet. Is the door more inches tall or more feet tall? (10 points)

The door is more inches tall than feet tall.

SCORING GUIDE

4 (advanced): 100/1003.5: 90/100

3 (proficient): 80/1002.5: 70/100

2 (progressing): 60/100 1.5: 50/100

1 (beginning): less than 50/100

Pre-Assessment Plan

Group Activity

Each group of 3-4 needs to measure the following items and record the measurements on the group worksheet:- height of a desk- length of a dry erase marker- distance between the teacher’s desk and the door

In the center of the room there will be rulers, meter sticks, yard sticks and tape measures.

Students will be told to measure the items and where the tools are, but no other instructions will be given.

During the activity:- Teacher will circulate and make notes of:

o what tools students are choosing to measure different itemso how students are measuring (are they lining the tools up correctly?)o what students are saying

At the end of the activity:- All the groups will write their measurements on the board- Teacher will lead a discussion on what the class noticed/learned during the

activity, with an emphasis on the following topics:o Are some tools better for measuring certain things?o Did each group get the same measurements? Why do you think they

did/ didn’t?- Teacher will take note of how accurate measurements were and what the

class noticed during the reflection

Journal Entry- Teacher says: “Take a few minutes to answer the questions in your journal

using complete sentences. It is okay if you’re not sure. Just try your best. This is just so I can see what you know and to get you thinking about what we’ll learn in this unit.”

- Students answer the following questions in their journals:o What does it mean to measure something?o Inches, meters, pounds, and gallons are all examples of standard units.

What do you think “standard unit” means? - Call on a few students to share answers with the class

- Teacher makes notes based on student answers

Daily Learning Targets1. When given a list of measurements with examples, I can identify

measurements of length.2. I can explain what a standard unit is and why standard units are used.3. I can identify metric standard units of length and name one place or situation

where metric units are used.4. I can measure objects in centimeters using a ruler and a tape measure. I can

give an example of something about the size of one centimeter.5. I can measure objects in meters using a meter stick. I can give an example of

something about the size of one meter.6. I can measure the same object in centimeters and in meters. I know how

many centimeters are in a meter.7. I can identify customary standard units of length and name one place or

situation where customary units are used.8. I can measure objects in inches using a ruler. I can give an example of

something about the size of one inch.9. I can measure objects in feet using a ruler. I can give an example of

something about the size of one foot.10. I can measure objects in yards using a yard stick. I can give an example of

something about the size of one yard.11. I can measure the same object in inches, feet, and yards using a tape measure.

I know how many inches are in one foot and how many feet are in one yard.12. I can give an example of when kilometers or miles are used to measure

distance.13. When given a list of standard units of length, I can sort them into metric units

and customary units.14. I can name three tools that can be used to measure length and show how to

use them.15. When given several tools, I can identify the best tool to measure items of

different sizes16. I can measure to the half-inch and half-centimeter.17. I can add two measurements of the same unit together.18. I can measure two objects to find out which is longer and by how much.19. Review Day: I can measure objects in metric and customary units using a

variety of tools and I can compare the lengths of different objects.

10 Brief Lesson Plans

Lesson 2

Daily Learning Target:

I can explain what a standard unit is and why standard units are used.

Brief description of engaging learning experiences:

1. Students are told to measure the height of their desks with their hands2. Teacher calls on several students and writes their results on the board.3. Teacher leads a discussion about using hands as a measurement. “Are hands

good units to measure with? Why or why not?” (Benefits: everyone has hands Drawbacks: hands are not all the same size) (WE DO)

4. Teacher brings out meter stick and asks class “if I measure the desks in centimeters, do you think I will get the same height for different desks?” Class votes.

5. Teacher measures two desks and shows that the height is the same.6. Teacher defines a standard unit, explains that they allow people to compare

measurements in different places and at different times, and gives examples. (I DO)

7. Teacher displays list of situations where it makes sense to use standard units (Buying furniture online, scientists in different countries, following a recipe, etc.) Students work in small groups to plan and perform a short skit in front of the class showing why standard units are important in the situation (YOU DO collaboratively)

8. Students answer the question “What are the benefits of using standard units?” in their journals (YOU DO independently)

Lesson 3


I can identify metric standard units of length and name one place or situation where metric units are used.


1. Students write down any standard units for length they can think of. Teacher calls on students and makes a list on the board, color-coding the responses into metric and customary.

2. Students watch 3 minute video about the two systems of measurement https://www.youtube.com/watch?v=6wMXvP5LiiU (I DO)

https://www.youtube.com/watch?v=6wMXvP5LiiU

3. Review the list of metric units students came up with, add if necessary (should include: centimeter, meter, kilometer). Ask students what they notice about the list and point out that they all include the word meter. (WE DO)

4. Students are given a list of distance units to cut out and sort independently into customary and metric. (YOU DO independently)

5. Students draw a picture of a situation when someone would use the metric system (scientists, doctors, people travelling, people in another country). (YOU DO independently)

6. Students turn and talk about their pictures. (YOU DO together)

Lesson 4


I can measure objects in centimeters using a ruler. I can give an example of something about the size of one centimeter.


1. Teacher models how to measure an object to the nearest cm using a ruler (I DO)

2. I show how to measure a pencil under the document camera and students follow along with their rulers and pencils at their desks (WE DO)

3. Students work in pairs to measure classroom items and record their measurements (YOU DO together)

4. Students complete a worksheet independently that includes more measurement practice. Worksheet includes a prompt to measure the width of one of their fingernails (YOU DO independently)

5. Students turn and talk to share the width of their fingernail6. Teacher shows that a fingernail is about one cm so it is a good way to

estimate how long something is in cm. Teacher lists other things that are the length of one centimeter.

Lesson 5


I can measure objects in meters using a meter stick and a tape measure. I can give an example of something about the size of one meter.


1. Teacher puts on a short song clip and asks students to stand up and do their best air guitar performance.

2. Teacher asks students to use their hands to show how big their air guitar is and tells students that a meter is about the length of one guitar.

3. Teacher models how to measure an object to the nearest meter using a meter stick and then a tape measure (I DO)

4. Teacher asks students what else it makes sense to measure in meters in the classroom, and then calls on students to give the teacher directions in the measurement process of the object. (WE DO)

5. Students work in groups outside to measure playground equipment and distances between objects. Students are given both meter sticks and tape measures and must record their measurements (YOU DO)

Lesson 6


I can measure the same object in centimeters and in meters. I know how many centimeters are in a meter.


1. Teacher asks students to show them their air guitar “meter” with their arms and their fingernail “centimeter.” Teacher shows that there are 100 cm in 1 meter using a meter stick. Call and response: “How many cm in 1 meter?” (I DO)

2. Students work in groups outside to measure distances marked on the pavement with chalk in meters and centimeters. Students record answers. (YOU DO together)

3. Teacher leads class discussion: “When did it make more sense to measure in meters? Centimeters? Which is more precise?” Teacher lists responses. (WE DO)

4. Students work in partners to measure each other’s height in meters and centimeters. Students answer the question in their journals, “Does it make more sense to measure a person’s height in meters or centimeters? Explain why.” (YOU DO independently)

Lesson 12


I can give an example of when kilometers or miles are used to measure distance.


1. Teacher reviews the units students have worked with. 2. Students write down one thing that would be too big to reasonably measure

with meters or yards.3. Teacher calls on students and makes a list. (WE DO)

4. Teacher introduces kilometers and miles, relating them to meters and feet and citing their most common uses (long distances – navigation, races, etc) (I DO)

5. Teacher gives examples of how far away certain places are in miles and kilometers from the school (including local stores and landmarks, as well as other states, etc). Students think of somewhere that they have driven to and predict how far away it is and share with a neighbor.

6. Students complete a worksheet that lists length quantities and asks them to pick which unit would be the best to use. (YOU DO)

Lesson 15


When given several tools, I can identify the best tool to measure items of different sizes


1. Teacher asks students to think of a time they have seen their parents or another adult use a tool to measure something. Students turn and share with a partner.

2. Teacher asks students what measurement tools they’ve used so far in the unit, and teacher makes a list.

3. In groups, students are given a list of items to measure around the room of various sizes and are given access to rulers, meter sticks, yard sticks and tape measures. Students record their measurement and the tool they used. (YOU DO together)

4. Teacher leads discussion about what tools are better for measuring the length of small items versus big items. Teacher writes in a graphic organizer and students follow along, writing in the same format as the teacher. (WE DO)

5. Students journal, answering: 1) The best tool to measure the length of a football field is _______ because _______________________________. And 2) The best tool to measure the length of a cell phone is _______ because _____________________. (YOU DO independently)

Lesson 16


I can measure to the half-inch and half-centimeter.


1. Teacher displays ruler under document camera. Asks the class: “what do you think these lines between inches and centimeters are for?” (Allows us to measure more precisely)

2. Teacher models how to measure an object to the nearest half cm and half inch using a ruler (I DO)

3. Teacher shows how to measure an eraser under the document camera and students follow along with their rulers and erasers at their desks (WE DO)

4. Students work in pairs to measure classroom items and record their measurements (YOU DO together)

5. Students complete a worksheet independently that includes more measurement practice. (YOU DO independently)

Lesson 17


I can add two measurements of the same unit together.


1. Students are given a worksheet that shows the path a rabbit took. The path consists of straight lines connected by the stops the rabbit took (stopped at the stream, vegetable garden, etc.). Students measure each segment in centimeters with their rulers.

2. Teacher calls on students and reviews the answers while students correct any mistakes. The teacher models how to add the first two segments together to find out how far the rabbit went. (I DO)

3. Teacher asks the students to add the third segment. Teacher calls on students to explain what they did and give the teacher directions to finish the worksheet. (WE DO)

4. Students use their rulers to make their own path diagram on the back with three segments. Students switch with the person next to them and find the total distance the animal travelled. Partners check each other’s work. (YOU DO together).

5. Teacher models how to do solve word problems that involve adding length measurements (I DO). Students complete the next problem and teacher calls on students to explain what they did and give the teacher directions. (WE DO)

6. Students complete practice word problems (YOU DO independently)

Lesson 18


I can measure two objects to find out which is longer and by how much.


1. Each student gets one gummy worm. Students measure the length of the gummy worm in centimeters with rulers and record the length. Students stretch the gummy worm as much as they can, measure its length, and record the measurement.

2. Teacher asks students how to find out how much longer their stretched gummy worm was. Teacher models how to find the difference. (I DO)

3. Students find the difference for their gummy worms. (YOU DO independently)

4. Students with the most difference are asked to share their work with the class. The class checks the math together. (WE DO)

5. Working with a partner, students measure five classroom items. They record the measurements, noting which was the longest and which was the shortest. They find the difference between the longest and the shortest. (YOU DO together)

Lesson 3: Introducing Metric UnitsUnit Focus Standards Unit Meets

This unit is designed to teach students how to measure length in standard units using different measurement tools. Students also learn how to compare the length of different objects.

CCSS.MATH.CONTENT.2.MD.A.1 (2nd grade)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.2 (2nd grade)MEASURE the length of an object twice, USING length units of different lengths for the two measurements; DESCRIBE how the two measurements relate to the size of the unit chosen.CCSS.MATH.CONTENT.2.MD.A.4 (2nd grade)MEASURE to DETERMINE how much longer one object is than another, EXPRESSING the length difference in terms of a standard length unit.

Student Learning Target(s)I can identify metric standard units of length and name one place or situation where metric units are used.

Guiding Questions/Big ideasEssential Question: What is an example of a metric unit for length? What is an example of a customary unit for length? Why do we usually use standard units to measure length?Big Idea: There are many units and tools that can be used to measure length. Standard units allow people to compare measurements in different places and at different times.

Assessment Plan – formative or summativeFormative Assessment: As a class, students review the list of standard units and identify which are metric units.Formative Assessment: Students sort list of units into metric and customary independently. Teacher circulates, prompts, re-teaches as necessary.Formative Assessment: Students draw a picture of a situation when someone would use the metric system. Teacher circulates, asks questions, re-teaches as necessary.Summative Assessment: Exit ticket – 1) circle the metric unit: centimeters or inches, 2) list one situation when someone would use the metric system

http://www.corestandards.org/Math/Content/2/MD/A/4/



Lesson Introduction1. Teacher reads the learning target. Teacher asks students what they

will be able to do at the end of the lesson. Teacher reviews the meaning of “identify.” Teacher asks for a student to explain what a standard unit is, based on the previous lesson.

2. Students write down any standard units for length they can think of. Teacher calls on students and makes a list on the board.

Lesson Core (what will the teacher do, what will the students do )1. Students watch 3 minute video about the two systems of measurement

https://www.youtube.com/watch?v=6wMXvP5LiiU2. Review the list of standard units students came up with. Call on

students to identify metric units. Ask students to add if necessary (should include: centimeter, meter, kilometer). Ask students what they notice about the list and point out that they all include the word meter.

3. Students complete handout 1 independently, sorting a list of standard units into customary and metric. The teacher circulates, answering questions, prompting, and re-teaching if necessary.

4. Students draw a picture of a situation when someone would use the metric system (scientists, doctors, people travelling, people in another country) and write a sentence describing their picture. Teacher circulates, asks questions, re-teaches as necessary.

5. Students turn and talk about their pictures with a neighbor. Teacher asks a few students to share their work and displays it under the document camera.

6. Students are given the choice to continue working on their pictures or do the extension activity

Lesson Conclusion1. Students choral read the learning target. Teacher asks students to

show, thumbs up or down if they can name one metric unit. Students share with their neighbor. Teacher asks students to show, thumbs up or down if they can name one place or situation where metric units are used. Students share with their neighbor.

2. Students complete exit ticket (1) circle the metric unit: centimeters or inches, 2) list one place or situation where someone would use the metric system)

Differentiation Strategies (for remediation and for extension)Remediation: Pair low students with a peer while completing handout 1. Teacher checks in with low students while circulating, giving praise, checking work, and asking questions to gauge understanding. Teacher gives prompts/hints to guide students and reteaches as necessary.Extension: When students finish handout 1, they can pick up a packet with a kid-friendly explanation of metric prefixes, a chart of prefixes, and cut out metric length units. Students can sort them from biggest unit to smallest unit based on their size. Next, they can try to match them with real life object of that size (length of guitar for a meter, width of a credit card for a mm, etc). Students can work independently or in groups on the carpet, helping each

https://www.youtube.com/watch?v=6wMXvP5LiiU

other and checking each others work.

Vocabulary Resources and Materials neededIdentifyMetric systemStandard units

1. Handout 1: Two boxes labeled metric units and customary units. Units are listed on the bottom for students to cut out and glue in the appropriate box.

2. Blank paper for each student3. Exit ticket: 1) circle the metric

unit: centimeters or inches, 2) list one situation when someone would use the metric system

Lesson Reflection (place to take notes AFTER the lesson is taught)1. What was the most successful part of the lesson?2. What needs improvement?3. Was pacing appropriate?4. Were students engaged the whole time? If not, when was engagement

lost?5. Based on the exit tickets, are there any concepts that need to be

revisited? Do any students need intervention?

Lesson 4: Measuring in cmUnit Focus Standards Unit Meets



Student Learning Target(s)I can measure objects in centimeters using a ruler. I can give an example of something about the size of one centimeter.




Guiding Questions/Big ideasEssential Question: What is an example of a metric unit for length? What is an example of a customary unit for length? Why do we usually use standard units to measure length?Big Idea: There are many units and tools that can be used to measure length. Standard units allow people to compare measurements in different places and at different times.

Assessment Plan – formative or summativeFormative Assessment: Students measure objects around the room in pairs. Teacher circulates, observing measurement strategies, providing praise, prompting and modeling when needed.Formative Assessment: Students complete worksheet independently. Teacher circulates and provides praise and prompts as necessary.Summative Assessment: Exit ticket – students measure two lengths in centimeters, list something the size of a centimeter.

Lesson Introduction1. Teacher asks students what metric units of length they remember from

the previous lesson.2. Teacher reads the learning target. Teacher asks students what they

will be able to do at the end of the lesson.

Lesson Core (what will the teacher do, what will the students do )7. Teacher models how to measure an object to the nearest cm using a

ruler. Teacher explains what “accurate’ means. Teacher poins out common mistakes and how to avoid them.

8. Teacher show to measure a pencil under the document camera and students follow along with their rulers and pencils at their desks.

9. Students work in pairs to measure classroom items listed on handout 1 and record their measurements. Teacher circulates, observing measurement strategies, providing praise, prompting and modeling when needed.

10.Teacher asks students to show, thumbs up, down, or in the middle, if they are ready to measure accurately on their own.

11.Students complete handout 2 independently. It includes more measurement practice and a prompt to measure the width of a fingernail as one of the first questions. Teacher circulates and provides praise and prompts as necessary for the first few minutes.

12.Teacher stops students and asks them to turn and talk with a neighbor to share the width of their fingernail.

13.Teacher shows that a fingernail is about one cm so it is a good way to estimate how long something is in cm. Teacher lists other things that are the length of one centimeter.

14.Teacher explains enrichment activity for when students complete handout 2. Teacher invites students who want help on handout 2 to come to the back table, where the teacher models again and scaffolds instruction for the group.

Lesson Conclusion1. Students choral read the learning target. Teacher asks students to

show, thumbs up or down if they can measure accurately in centimeters. Teacher asks students to show, thumbs up or down if they know something the size of one centimeter. Students share with their neighbor.

2. Students complete exit ticket (students measure two lengths in centimeters, list something the size of a centimeter)

Differentiation Strategies (for remediation and for extension)Remediation: During independent practice, the teacher invites students who are having trouble to come to the back table. Teacher helps students work through the worksheet as a group, scaffolding instruction.Extension: When students complete handout 2, they can go to the carpet. On the carpet there will be a few objects that have the measurement of their length taped to the bottom. Students use their fingers to estimate the length of the objects and check their work.

Vocabulary Resources and Materials neededCentimeterAccurate

1. Rulers for each student2. Handout 1: list of classroom

items to be measured, space next to it to record measurement (enough for each pair to share)

3. Handout 2: pictures for students to practice measuring with space to record measurements. Included is a prompt to measure the width of a fingernail.

4. Exit ticket: measure two provided lengths in centimeters, list something the size of a centimeter




Lesson 5: Measuring in meters

Unit Focus Standards Unit Meets



Student Learning Target(s)I can measure objects in meters using a meter stick and a tape measure. I can give an example of something about the size of one meter.

Guiding Questions/Big ideasEssential Question: What is an example of a metric unit for length? What is an example of a customary unit for length? Why do we usually use standard units to measure length?Big Idea: There are many units and tools that can be used to measure length. Standard units allow people to compare measurements in different places and at different times.Essential Question: What tool should I use to measure the length of my pencil? What tool should I use to measure the length of my classroom?Big Idea: The appropriate tool to measure length depends on the size of the object to be measured.

Assessment Plan – formative or summativeFormative: After modeling, teacher asks students to give her directions for how to measure something using a meter stick and a tape measure. Teacher prompts and re-teaches as necessary.Formative: Students measure playground equipment in groups. Teacher circulates, observing measurement strategies, providing praise, prompting and modeling when needed.Summative: Teacher collects handout 1 to check accuracy of measurements. Students also complete exit ticket - 1) What is about the size of one meter? 2) What two tools can you use to measure in meters?

Lesson Introduction6. Teacher puts on a short song clip and asks students to stand up and do

their best air guitar performance.7. Teacher asks students to use their hands to show how big their air




guitar is and tells students that a meter is about the length of one guitar.

8. Teacher asks students if a meter is a metric or customary unit. Teacher asks students to guess how many centimeters are in one meter and tell their neighbor. Teacher tells answer.

9. Teacher reads the learning target. Teacher asks students what they will be able to do at the end of the lesson.

Lesson Core (what will the teacher do, what will the students do )1. Teacher models how to measure an object to the nearest meter using

a meter stick.2. Teacher asks students what else it makes sense to measure in meters

in the classroom. Then the teacher calls on students to give her directions on how to measure the object with a meter stick. Teacher prompts and re-teaches as necessary.

3. Teacher introduces the measuring tape and models how to measure an object to the nearest meter.

4. Teacher asks students to think of a time they have seen someone use a measuring tape or when it might make sense to use a measuring tape and share with their neighbor.

5. Teacher asks students when it might make sense to use a measuring tape instead of a meter stick. Teacher leads the discussion as necessary.

6. Teacher calls on students to give the teacher directions in the measurement process of the object with a measuring tape. Teacher prompts and re-teaches as necessary.

7. Teacher takes class outside.8. Students work in groups of 3-4 to measure playground equipment and

distances between objects listed on handout 1. Students are given both meter sticks and tape measures and must record their measurements. Teacher circulates, observing measurement strategies, providing praise, prompting and modeling when needed.

9. When finished, students can use sidewalk chalk to draw straight lengths on the ground and students can take turns measuring them. Students will also be given the option to do the extension activity.

Lesson Conclusion1. Students turn in handout 12. Students complete exit ticket: 1) What is about the size of one meter?

2) What two tools can you use to measure in meters?Differentiation Strategies (for remediation and for extension)Remediation: Teacher will check on students who had trouble with the previous lesson during the group activity. Teacher will also look out for any other students who seem to be having trouble. After prompting and modeling, if students are still struggling, the teacher will take them aside and reteach measuring in meters with chalk lines on the ground, scaffolding instruction.Extension: After turning in handout 1 and getting answers checked by the teacher, students who want a challenge can work together or individually to design a new playground toy. They can draw it on the blacktop with chalk or

draw a model on paper, specifying lengths in meters. At the end of class they will be given time to explain their new playground toy. Teacher will praise exemplary drawing and discuss why measurement is important in making plans and building structures.

Vocabulary Resources and Materials neededMeterMeter stickMeasuring tape

1. Meter sticks2. Measuring Tapes3. Handout 1: List of playground

objects and distances to measure with space to record the measurement.

4. Exit ticket: 1) What is about the size of one meter? 2) What two tools can you use to measure in meters?


lost?5. Based on the exit tickets and handout 1, are there any concepts that

need to be revisited? Do any students need intervention?

Lesson 17: Adding lengthUnit Focus Standards Unit Meets


CCSS.MATH.CONTENT.2.MD.A.1 (2nd grade)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.2 (2nd grade)MEASURE the length of an object twice, USING length units of different lengths for the two measurements; DESCRIBE how the two measurements relate to the size of the unit chosen.CCSS.MATH.CONTENT.2.MD.A.4 (2nd grade)




MEASURE to DETERMINE how much longer one object is than another, EXPRESSING the length difference in terms of a standard length unit.

Student Learning Target(s)I can add two measurements of the same unit together.

Guiding Questions/Big ideasEssential Question: How much longer is your pointer finger than your thumb? How do you know?Big Idea: You can measure two different objects with the same unit to compare their lengths. You can find out which object is longer and by how much.

Assessment Plan – formative or summativeFormative: While completing handout 1, the teacher solicits “directions” from the class, allowing the teacher to see if students understand the process.Formative: Students work in pairs to make their own path diagrams. Teacher circulates observing measurement and adding strategies, providing praise, prompting and modeling when needed.Summative: Exit ticket – 1) true or false: measurements have to be the same unit to add them together 2) a word problem that requires adding lengths

Lesson Introduction1. Teacher writes two number sentences on the board (5cm+4in and

6m+2m). Teacher asks students to talk with their neighbor to decide if each is possible to solve and why or why not.

2. Teacher calls on students, leading the discussion and eventually showing students why it does not make sense to add measurements of different units together. Uses a ruler to show why it does not make sense to add inches and centimeters together.


Lesson Core (what will the teacher do, what will the students do )1. Students are given handout 1 that shows the path a rabbit took. The

path consists of straight lines connected by the stops the rabbit took (stopped at the stream, vegetable garden, etc.). Students measure each segment in centimeters with their rulers.

2. Teacher calls on students and reviews the answers while students correct any mistakes. The teacher models how to add the first two segments together to find out how far the rabbit went.

7. Teacher asks the students to add the third segment. Teacher calls on students to explain what they did and give the teacher directions to finish the worksheet.

8. Students use their rulers to make their own path diagram on the back with three segments. Students switch with the person next to them and find the total distance the animal travelled. Partners check each

other’s math. Partners also tell each other one thing they liked and one thing that could improve their work. Teacher circulates observing measurement and adding strategies, providing praise, prompting and modeling when needed.

9. Teacher passes out handout 2 that has word problems that require adding length measurements. Teacher models how to solve the first problem.

10.Students complete the next problem and teacher calls on students to explain what they did and give the teacher directions.

11.Teacher asks students to rate thumbs up, thumbs down if they think they are ready to do the next problem on their own. Teacher encourages everyone to try the first one on their own, but then they can come to the back table for help.

12.Students complete practice word problems. Teacher is available to help a small group of students at the back table.

13.When they are finished, students have a choice to do the extension activity or add to and color their path diagram.

Lesson Conclusion1. Students choral read learning target. Students show fist to five how

comfortable they are adding measurements together.2. Students complete exit ticket: 1) true or false: measurements have to

be the same unit to add them together 2) a word problem that requires adding lengths

Differentiation Strategies (for remediation and for extension)Remediation: During independent practice, the teacher invites students who are having trouble to come to the back table. Teacher helps students work through the worksheet as a group, scaffolding instruction. Teacher also has an alternative handout 2 with easier, more repetitive language for students that struggle with word problems (ELLs or those with IEP accommodations)Extension: Teacher challenges students to write their own word problems that require adding length measurements when they finish handout 2. Students can then exchange their problems with others to solve.

Vocabulary Resources and Materials neededNo new vocabularyReview: measurement, units

1. Rulers2. Handout 1: rabbit’s path ws3. Handout 2: word problems4. Adapted handout 25. Exit ticket: 1) true or false:

measurements have to be the same unit to add them together 2) a word problem that requires adding lengths

Lesson Reflection (place to take notes AFTER the lesson is taught)1. What was the most successful part of the lesson?2. What needs improvement?

3. Was pacing appropriate?4. Were students engaged the whole time? If not, when was engagement



Lesson 18: Comparing lengthUnit Focus Standards Unit Meets



Student Learning Target(s)I can measure two objects to find out which is longer and by how much.

Guiding Questions/Big ideasEssential Question: How much longer is your pointer finger than your thumb? How do you know?Big Idea: You can measure two different objects with the same unit to compare their lengths. You can find out which object is longer and by how much.

Assessment Plan – formative or summativeFormative: Teacher asks students who has the greatest difference to share answer. Teacher asks students to walk her through checking the math, calling on different students to see if they understand the process.Formative: Students work in partnersSummative: Exit ticket - 1) Measure two lines, circle the one that is longer. How much longer is it? ____




Lesson Introduction1. Teacher reads a brief story about kids trying to figure out how much

taller they are than each other to introduce the concepts of comparing lengths.

2. Teacher asks students to raise their hands if they like gummy worms. Teacher asks students to share what they know about gummy worms – including that they are stretchy. Teacher explains that the class will use gummy worms to achieve the learning target.


Lesson Core (what will the teacher do, what will the students do )1. Teacher models how to measure the gummy worm in centimeters and

where to record its original length and stretched length.2. Teacher passes out handout 1 and gummy worms to each student –

emphasizing that it is not okay to eat them yet. Teacher pairs students up according to the remediation plan.

3. Students measure the length of the gummy worm in centimeters with rulers and record the length on handout 1. Students stretch the gummy worm as much as they can, measure its length, and record the measurement on handout 1.

4. Teacher asks students how to find out how much longer their stretched gummy worm was. Teacher models how to find the difference.

5. Teacher and students work through an example together. Students show their work on handout 1.

6. Teacher asks students to show fist to five if they think they are ready to find how much longer their stretched gummy worm is than it was originally. Teacher tells students to try first, and then ask their neighbor if they get stuck. If they are still confused they can raise their hand for help.

6. Students find the difference for their gummy worms and record their answer on handout 1.

7. Students are told to check the math of their partners and given time to make any corrections.

8. Teacher reviews the word difference. Students with the most difference are asked to share their work with the class. The class checks the math together.

9. Working with a partner, students measure five classroom items listed on handout 2. They record the measurements, noting which was the longest and which was the shortest. They find the difference between the longest and the shortest. Teacher circulates, providing praise, prompting and modeling when needed.

10.Students who are done early are encouraged to do the scavenger hunt on the back of handout 2.

Lesson Conclusion1. Students choral read the learning target.2. Teacher asks students to think of times in real life they would need to

compare the length of two items. Teacher calls on student to share.

3. Students complete exit ticket - 1) Measure two lines, circle the one that is longer. How much longer is it? ____

Differentiation Strategies (for remediation and for extension)Remediation: Teacher identifies students who have had trouble in previous lessons. Teacher pairs these students with a partner. Both students get a gummy worm, but they are told they only need to record the measurements for one. Teacher checks on identified students while they are measuring and comparing items around the room.Extension: On the back of handout 2 there is a scavenger hunt students can complete. It will have space to find the longest item in the class, the shortest, etc. and questions corresponding to each one (e.g. how much longer is the longest than ____)

Vocabulary Resources and Materials neededNo new vocabularyReview: difference

1. Gummy worms2. Handout 1: Space for students

to record gummy worm measurements. Instructions on how to subtract length and space to include their work.

3. Handout 2: list of five classroom items to measure, space to record measurements and answer questions requiring them to find differences in length. On the back have scavenger hunt items.




madelinebutlerbportfolio.files.wordpress.com · web viewmadeline butler. updated 8/15/2015. 2nd...

Documents