West Virginia State University

Lesson Plan Format and Assessment Rubric

WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate ____Ellen Akers________ Date_________________________
School ____Piedmont Elementary_________ Grade/Subject ____2
nd
grade_____
Lesson Topic __Measurement____________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will be able to measure with inches, foot, yard, centimeters, and meters.
Students will identify the difference between a ruler, yard stick and a tape measure.
Students will compare estimated length of inches, foot to measured length.

WV CSOS
M.2.MD.1 measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks and measuring tapes.
M. 2MD.2 measure the length of an object twice using length units of different lengths for the
two measurements, describe how the two measurements, describe how the two measurements
relate to the size of the unit chosen and compare and contrast plane and solid geometric shapes.
M.2.MD3 estimate lengths using units of inches, feet, centimeters and meters.
M.2.MD 4 measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard unit.

NATIONAL 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.2 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.3 Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.Math.Content.2.MD.A.4 Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.

MANAGEMENT FRAMEWORK
Overall time frame 90 minutes
10 minutes Introduction video showing things measured. Teacher made
graph movie.wlmp

10 minutes introduction of centers
50 minutes per center
10 minutes clean up
10 minutes assessment and review

STRATEGIES
Teacher led discussion, video, Direct instruction to centers, monitoring.


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
(Learning Styles, Students with Special Needs, Cultural Differences, ELL)
Reading difficult teacher will go over what is needed for centers and group will assist to
be sure task are completed at each center.
Visual difficulties with video may need lights out, possible need of reseating.


PROCEDURES
Introduction/ Lesson Set
Explain to students we are working on measurements and start the video.

Body & Transitions
Whole group to carpet to demonstrate what will be done at each center.

Closure
Back at seats, we will compare tallies from the worksheets. Compare answers and explain
differences of measurement and estimates. Turn in worksheets

ASSESSMENT
Diagnostic; I will be using a question and answer to access beginning level of knowledge of
measuring tools and how they are applied to measuring length and height.

Formative: Review of measurement and estimate finding. As a group we will compare and
contrast the different measurement tools, estimates, inches, centimeters, foot, yard, and
meter, when different tools are used. This will be a random selection of students using
the Tesco pull sticks.

Summative: I will be looking over the worksheets to see if they understood the concept of
measurements with standard and non-standard items. This will allow me to choose what
centers need reconstructed.


MATERIALS For this class I will need center materials, Worksheet with things to measure and lines
to list the measurement Standard measurement tools (rulers, yard stick, tape measure, meter
stick) Non Standard tools (yarn, paperclips, their feet, their hands, mini marshmallows) Pencils
with erasers. Power point, movie maker and /or You-tube

EXTENDED ACTIVITIES
If Student Finishes Early They can color in the pictures on the worksheet.
If Lesson Finishes Early: We will be able to have additional students share their worksheet
information. If Technology Fails It will be a teacher led show and tell on measuring tools,
length and height.

POST-TEACHING
Reflections
This lesson was too involved for only 90 minutes we needed to take two-three days to
make this lesson more valuable for the students. Having a class of my own, once I saw
that this was going to take more time than we had allowed I would do standard
measurements one day, metric measurements and then non standard measurements the
next day. I feel having the three distinctly different measuring devices was good for the
students to see that we dont always need numbers to do things. Yet Numbers for
measurements are needed for certain things such as buildings, doors, windows, bridges.


Data Based Decision Making (If Needed)
Chunk teaching would be good here so the students measured one thing a day the week
before then on this day we did the full worksheet measurements to use later.

The gathering of the material went well due in large part to the fact we had an overage
teacher a student observer from UC and the regular teacher alongside myself. This
abundant staff is not a normal situation and having a teacher for each station helped
the students gather information much quicker but I feel it was too fast that all students
absorb the information. Students had two favorite stations; measuring themselves and
non standard measuring.

Worksheets had centers and the teacher for each station follows
Non Standard worksheet = Sue a retired teacher Sub.
Measurement of You = Ellen Akers
Hallway Measurements = Student Observer from UC
Tape Measure = Amanda regular teacher
This data shows us a couple of critical issues. One students could not get the work
completed in the time frame given. The person who created the worksheets and was well
prepared did the best at getting the worksheets completed. The regular teacher has a
great impact on the class even if not teaching the lesson.

I had a hard time as this was the first time I was the instructor of the centers. I need to
develop better ways to observe groups when working with an individual. I believe I will
start my classes off using all the same centers simply dividing the students into groups,
with me observing until the class and I become comfortable then I will begin working with
individuals or a group.

I continued working with class the follow two weeks and Mrs. Haynes the regular teacher
continued with measurements and the students referred back to this lesson which let me
know a schema was developing for them.
0
2
4
6
8
10
12
14
16
18
20
Non standard Measure YOU Hallway Tape Measure
Complete & correct
Complete-incorrect
50% completed correctly
>50% completed

Formal Reflection Planning

Planning helped immensely. Amanda had asked for a few sentences of what I would say to
present the material and I had that as a key goal notes up by the Elmo projector. This was
great, keeping me focused on the topic and in second grade language. Next time I need to
plan in smaller increments, have the material ready in case I may want to continue the
lesson. The worksheets did not get completed, however I do think that was a good lesson to
write the information down, just a little too much for one lesson. Next time have the same
worksheet but spend 30 minutes on each one, this could have easily been 3 full days of math I
believe they would have gotten more out of it.

Student Response
The students did get a better understanding of the difference from inches to centimeters and
relating measurement to concrete items instead of lines on a paper. Measuring themselves
was a great activity they enjoyed and did well at, again more time was needed. Students did
great on the different tools as I held them up and asked directed questions. Once we
separated out to centers they did not always use the correct tool for the measurement. The
tape measures became more of a toy; it would have been better to only have the tape
measures at the center not one for each student. Time at the centers was not long enough, I
allowed 12 minutes each center and only 2 centers got through the worksheets. I saw two
reasons for this, one was they
1

Lesson Plan 1 - reflection wanted to share and compare their answers with jumping and
excitement. Second they were very unsure of what to write even though they measured
correctly. The comprehension from measuring to writing was still in the learning process,
they could tell you correctly just not sure of writing it.


Assessment
The worksheets were turned in finished or not so I could see where they were in
comprehension. What they did was correct the worksheets were too long for second graders
to complete in the 12 minutes allowed. As a regular teacher I could have moved this to the
next day to complete but as a onetime lesson it did not give closure to many students.

Strategies
Items to work on; I need to slow down the teaching these are children given to many
activities at one time they tend to mix up the meaning of words and tools. Having a
vocabulary lesson was one of my ideas early on and I think a thematic unit would have worked
great here. I need to slow my speech down, teach less concepts at one lesson, and give more
time for them to complete the work. This was a great example to me of different teaching
strategies as some students did well with me that usually dont score as well for the regular
teacher. My perspective on this is that all students learn differently and its our job as
teachers to incorporate a variety of styles to give the widest range of students opportunities
to learn.