GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Amanda Lockwood

COURSE
EDUC 389
DAY
Online
CAMPUS

GRADE
2
SUBJECT
Mathematics

Main

LESSON TITLE
Length Measurement
Stations
LENGTH OF LESSON
45 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
2.MD.1: Measure the length of an object by selecting
and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.
2MD.4: Measure to determine how much longer one
object is than another, expressing the length
difference in terms of a standard length unit.
MULTIPLE INTELLIGENCE ADDRESSED
Bodily-kinesthetic, interpersonal, logical-mathematical,
visual-spatial.

GOAL OF UNIT
SWBAT demonstrate measurement skills pertaining
length, weight, currency, and temperature.
OBJECTIVE OF LESSON
SWBAT demonstrate basic measurements of length,
width, height, weight, and temperature by measuring
objects and recording information.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will produce charts that should include all measurements taken and clearly demonstrate the ability to
measure length, width and height.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Visually impaired students can receive rulers with larger print, magnifying glasses, or special assistance as needed.
Gate students can be paired with below basic or ELL students as necessary to assist in promoting higher level
thinking for them while providing additional support and instruction to diverse learners.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Teacher List: Ruler, tape measure, yard stick, scale, thermometer (alcohol-based), objects to be
measured/weighed (box, bencil, book, desk, map
Students List: Paper, pencil

STEPS THROUGH THE LESSON

INTO (Orientation)
Display a ruler, yardstick, tape measure, and scale. Ask
students if they or their parents have used any of these
before and for what purpose. Allow for students to raise
their hands and share their answer.

RATIONALE
This will help to get the students attention and to
begin to familiarize them with the tools if they have
not seen them before.

THROUGH (Presentation, Structured Practice, Guided Practice)

Explain that these tools are used to measure length.
Model how to use these tools by lining up the end of an
object with the end of the tool and identifying the
nearest inch as the length, width, or height.
Pass out rulers and ask them to measure their piece of
paper and ensure they obtain 8-1/2 x 11 before moving
on in the lesson.
Set up stations with different objects that students can
measure in pairs. One student should measure the object

RATIONALE
Showing each of the tools and modeling how to obtain
proper measurements will ensure the students are
able to accurately complete the lesson.

Working in pairs and moving through stations will help

keep students engaged while ensuring that students

while the other records the length, width, and height on

their chart. They should then switch and compare their
data. If they encounter a different answer, they should
re-measure as a team to check for the correct
measurement.

are double checking their work with a partner.

BEYOND (Independent Practice)

Give positive feedback to the class and provide details
from the lesson that you were specifically happy with
(how well they worked together and move through
stations, how quickly they were able to obtain proper
measurements, etc.)
Have students write in their journals or draw an image
about their favorite part of the lesson and what they
learned.
Ask students to go home and measure something with
their family and share what they learned.
Ask for highlights from their home measurements the
following morning.

RATIONALE
Providing closure and allowing students to reflect on
their experience helps to show the teacher what they
took away from the experience while also helping to
further expand on the lesson for the students.