Liberal Studies Lesson Plan: Math

Name: Isidora Pierattini

Lesson: 2nd Grade

Grade Level for this

I. Academic Content Standards

Mathematics Common Core 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.
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.
3. Estimate lengths using units of inches, feet, centimeters, and meters.
4. TLW persevere while measuring each object
5. TLW explain their thinking to the class and to their partners
6. TLW use what they know to solve new problems
II. Unit of Study
The unit of study is measuring a real world object by finding the
appropriate tool to measure and seeing how size relates to unit chosen.
III. Academic Learning Outcomes
1. TLW select an appropriate use of measurement for the size of the
object measured
2. TLW measure an object accurately using inches and centimeters
IV. Implementation
1. Introduction to Lesson (Hook)

Good Afternoon Children! We have a special lesson planned for

today. With me I brought some items that I will pass out later that
we will be able to use for the lesson. Keep in mind that if we do not
take care of our special items, they will come back to me. (In the
box are baggies of items like new pencils, paper clips, string, and a
sponge(all one color)). (TTW show the class the box of these items).
But first I want to see if anyone remembers what units of
measurements are? (Call on student(s) if nobody raises a hand).
I see we all have a couple of ideas of measurement. The ones we
are going to be focusing on today are centimeters, inches, and we
are going to think about feet. How many centimeters do we think
are in a paper clip? (Take a couple guesses). What about inches, can
you guess how many inches long is a paper clip? What do we think
about measuring my height in inches? Would that be an easy task
to do? (See how the students would respond).

Today, we will have the opportunity to measure the items in the

two units, and see how these compare to each item. After I pass out
these special items for you, take out your ruler and see if you can
measure the paper clip by yourself. After you have done so see if
you can talk with your elbow partner to see how they would
measure that specific item.
2. Sequence of Activities
1. TTW have a paper on the desks for each student. The paper will
have a picture and name of the special items as well as other
familiar items they have at their desks. There also will be two
challenge problems using feet on the back.
2. TTW introduce the lesson (See above)
3. TTW pass out the baggie full of new materials
4. TTW tell the class once they have their baggie to pull out the
paper clip and start measuring with their ruler
5. TLW start to see if they can measure a paper clip by themselves
6. TTW walk around the classroom to observe the students. (Help
those that look like they are struggling, or dont know how to
start)
7. After a couple of minutes TTW bring the classes attention back.
Ring a bell.
8. TTW ask the class how was measuring the paper clip? Was it
hard? Easy?
9. TTW take a couple students answers.
10.
TLW share how they got to their answer by showing the
class on the white board or smart board.
11.
TTW asks if anyone figured out the answer a different way
12.
TTW ask the students who measured it in centimeters? In
feet?
13.
TTW demonstrate the ease of measuring a paper clip in
centimeters and inches on the white board or smart board, and
briefly describe measuring in feet. (Not to confuse the class)
14.
TTW demonstrate the measurement of a pencil using a
projector to the class
15.
TTW call on students to help the teacher measure the
pencil using the correct unit
16.
TTW ask the class which measurement is better for a
pencil, centimeters or inches, and why? (TTW take a couple of
answers from students)
17.
TTW ask the class to work on the worksheet individually,
ask our friends next to us if they need help. They can always ask
the teacher, but ask a friend to see if they can answer it first.
18.
TLW measure the other items in the baggie
19.
TTW walk around the classroom and observe to see how
children are measuring the objects

20.
TTW emphasize the use of asking a neighbor how they got
their answers
21.
Bring the classroom back together, ringing a bell again to
get their attention
22.
TTW call on volunteers (if there is any) to share will the
class how they got some of their answers
23.
TTW ask another student to say why they think their peer
is correct or not
24.
TTW ask students what unit is easier to measure a pencil in
centimeters, inches or feet.
25.
Trying to lead the students to the idea that bigger objects
need a different unit of measurement than smaller objects.
26.
TTW ask the students what unit of measurement would
they use to measure a shoe, a house, a penny.
27.
TTW call on a few students to see what they think about
objects on a larger scale.
28.
Closure will be inserted here
29.
TTW remind the students to put all the special items back
into their baggies. Their ticket out the door will be putting the
baggie back and worksheets into the box.
3. Closure
1. TLW share with their neighbors what their favorite part of the
lesson was today
2. TTW ask the student how they felt measuring an item using each
unit of measurement went. (Students can share their
experiences with using real world objects)
3. TTW ask the class what they learned from this lesson and why is
it important to measure in the correct unit
4. TTW share with the class that the appropriate use of
measurement is closely related to the size of the object.
5. After the closure TLW get up and turn in their special baggie into
the box, and papers into the turn-it-in-box and head out the door.
Grouping Strategies

Whole:

TTW introduce the lesson to the class

TLW share with class how they figured out the measurement on
the white board

TLW talk to a buddy or neighbor on how they got to their answers

These students are collaborating in pairs or table groups on how
to help each other

Small:

Independent:

TLW measure different objects on their own

TLW but away the special items and worksheet into the correct
boxes
Differentiated Instruction
For a student that is struggling with measuring with a ruler. Having
rulers from the special education department that have each individual
centimeter labeled will help a struggling student measure. These rulers will
be around the classroom so that if the student knows they need help, they
can take this ruler to meet their needs.
For an English Language learner that is having trouble with vocabulary.
I would pre-teach a couple of the vocabulary. The list would include
centimeters, inches, measure, and ruler. I would print this vocabulary list
before and hand it to them the day, or morning before the lesson.
V. Assessment:
1. TTW have the worksheet that the students filled out with the unit of
measurement for each object measured in centimeters and feet. A
couple of the problems were done in class as a group, these should
be done correctly.
2. TTW hear what the students have to say for each unit of
measurement compared to the size of the object.
3. TTW look at the worksheet with the problems that TL had to pick the
best unit of measurement. TLW needs to know which unit was best
to use for that specific object.
VI. Materials
Baggies of Paper clips, string, pencils, sponges
Worksheet with a picture and name of each item to measure
Rulers
A bell
A white board
Projector to show the class on the board