EDN325:MeasuringPractice

Author:KellyGrimm
Datecreated:05/07/20167:56PMCDTDatemodified:05/10/201610:34PMCDT

Demographic/ContextualInformation
Grade/Level

Grade2

NumberofStudents

21

DateofLesson

May16,2016

LessonStartTime

12:00PM

Howmanyminutesisthe
lesson

40minutes

Course/Subject

Mathematics

Unit/Theme

MeasurementandTime

TitleofLesson

MeasuringWorms

WhereintheUnitdoesthis
Lessonoccur?

Middle

Structure(s)/Groupingforthe
Lesson

WholeClass
SmallGroup

StudentCharacteristicsthat
NeedtobeConsidered

Studentsjustfinishedrecessandlunchandmaystillbewoundupfromthis.

ListtheNeedsofStudents
withIEPs

N/A

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthisunitisforstudentstobecomefluentmeasurement.Studentswilllearnaboutmeasurementof
timeandmeasurementofobjects.Throughexplorationactivitiesstudentswilllearnhowtotelltimeandhowtocorrect
measureanobjectusingyards,feet,inches,orcentimeters.

Rationale/Context

Thislessoncomesatthemiddleoftheunit.Inpreviouslessonsstudentslearnedhowtomeasureobjectsusingboth
centimetersandinches.Theyalsopracticedestimatinghowbiganobjectwaswhengivenaspecificunit.

PriorKnowledgeand
Conceptions

PriorKnowledge:
Measurement(inchesandcentimeters)
Estimation

PriorSkills:
Usingaruler
Workingwithapartner
PriorVocabulary:
Ruler
Inches
Centimeter
Estimation

Standards

USACommonCoreStateStandards(June2010)
Subject:Mathematics
Grade:Grade2
Domain:MeasurementandData2.MD
Cluster:Measureandestimatelengthsinstandardunits.
Standard:
1.Measurethelengthofanobjectbyselectingandusingappropriatetoolssuchasrulers,yardsticks,meter

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sticks,andmeasuringtapes.
Standard:
2.Measurethelengthofanobjecttwice,usinglengthunitsofdifferentlengthsforthetwomeasurements
describehowthetwomeasurementsrelatetothesizeoftheunitchosen.
Standard:
3.Estimatelengthsusingunitsofinches,feet,centimeters,andmeters.

AcademicLanguageDemands
Vocabulary
Inch
Centimeters
Estimation
Ruler
YardStick
Functions

Studentswillestimateandmeasuredifferent"worms"andobjectsaroundtheclassroom.

SyntaxandDiscourse(1
Required)
OBJECTIVE1

SWBATcorrectlymeasureatleast34objectsusingaruleroryardstick.

Tool(s)UsedforAssessment

Objectiveonewillbeassessedwhenstudentscompleteandturnintheir"mycanofworms"worksheet.Objectiveone
willalsobeassessedinformallywhenstudentscompletetheirmeasurementtaskcards.

EvidenceandAssessmentof
StudentLearning

Studentswillprogresstowardsmeetingobjectiveoneontheir"mycanofworms"worksheetwhentheycorrectly
measure34strings.Studentswillhaveprogresstowardstheobjectiveontheirtaskcardwhentheycorrectlycomplete8
measuringtasks.

ExpectationsforStudent
Learning

Exceeds:Studentcorrectlymeasures56stringsontheir"mycanofworms"worksheetandcorrectlycompletesat
least8measuringtasks.

Meets:Studentcorrectlymeasures34stringsontheir"mycanofworms"worksheetandcorrectlycomplete8measuring
tasks.

Below:Studentdoesnotcorrectlymeasure34stringsontheir"mycanofworms"worksheetanddoesnotcorrectly
complete8measuringtasks.

OBJECTIVE2

SWBATestimatelengthsof34objectsincentimetersandinches.

Tool(s)UsedforAssessment

Objective2willbeassessedwhenstudentscompleteandturnintheir"mycanofworms"worksheet.

EvidenceofStudentLearning

Studentswillprogresstowardsobjectivetwowhentheycorrectlyestimatethelengthof3to4stringsontheir"mycan
ofworms"worksheet.Thestudentwillbecorrectlyestimatewhentheare1to2inchesorcentimetersoffoftheactual
length.

ExpectationsforStudent
Learning

Exceeds:Studentcorrectlyestimatesthelengthof56stringsontheir"mycanofworms"worksheet.
Meets:Studentcorrectlyestimatesthelengthof34stringsontheir"mycanofworms"worksheet.
Below:Studentdoesnotcorrectlyestimatethelengthof34stringsontheir"mycanofworms"worksheet.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

#ofMinutes
10

Introduction
WholeGroup:
PassoutRulerstothestudents
TheyarepoisonivyunlessItellyouthatyoucanpickitup
Readaloud,InchWorm,InchWorm
Page1:Whatisthe'stickwithnumbersonit?'(aruler)
Page3:Howlongisthepedal?'(2)Howdoyouknowthis?(stopsat
thelinetothe2)
Page5:Havestudentsshow4inchesontheirruler
Page7:Howlongisthestick?(6inches)Howdoyouknowthis?(it
endsatthe6)
Page10:Havestudentsshow9inchesontheirruler
Page13:'12inchesisalsocalled_______'(afoot)
Inpreviouslessons,wehavetalkedaboutmeasuringandwepracticedmeasuring

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differentobjectswitharuler.Todaywearegoingtocontinuepracticingour
measurementskillswith2differentmeasurementactivities.

InstructionalSequence

#ofMinutes
25

InstructionalSequence
WholeGroup:
ReviewEstimations
oItisaneducatedguessofhowlonganobjectiswithoutmeasuring
it
oModelwithteacherschair
Reviewhowtomeasureanobject
oStartattheendoftherulerorat0
oYoumeasuretotheendoftheobjectthatyouaremeasuring
oRemindstudentsthatthereisaninchsideandacmsidetothe
rulertheyhavetodoublechecktheyareusingthecorrectside
whenmeasuring.
Modelwithteacherschair

PartnerWork
Measurementtaskcards
oExplainthateachdeskwillhaveataskcardonitandstudentswillnot
takethemwiththemtocompletethetaskbutcanalwaysgobackto
lookatit
oPartnersmustworktogethertocompletethetask.
Studentswillwritetheiranswersontheiranswersheet(1per
group)
oIftheyaredoneearlythenreadthechallengecardandcompletethe
challenge.

Independentwork
ExplaindirectionstoMycanofwormsworksheet
oEachstringisnumbered
oStudentshavetoestimatethelengthininchesbeforetheymeasure
Studentswillfilloutestimationpartofworksheetasagroup
oStudentsthenwillmeasurethestringinbothinchesandcentimeters
Studentswillfilloutthetablewiththemeasurementsofeach
string.

Closure

#ofMinutes
5

Closure
Reviewsomeanswersfromtasksheetandremeasuretocheckanswers.
Task3Howtallisyourdesk?
Task4Howwideisthedoorwaytotheclassroom?
Task9Howlongisthestapler?
Task10Howwideisthecomputerscreen?

Todaywepracticedestimationandmeasuringusinginchesandcentimeters.Wewill
continuetopracticetheseskillsinthenextlessons.

Differentiation/Extension

Studentsjustfinishedrecessandlunchandmaystillbewoundupfromthis:Iincludedareadaloudtostartthelesson
toengagestudentsandcalmthemdown.Ialsoincludedactivitiesthatinvolvemovementwithintheclassroom.

WhatIfs

Whatiftimegoestoolong:Cutthemeasurementtasksoutofthelesson.
Whatiftimegoestooshort:Havestudentsredothemeasurementtaskcardsinadifferentunitthenbefore.
Whatifstudentsdonotrememberhowtomeasurewiththerulers:Reviewhowtomeasureandmodelwiththebook
inchworminchworm.
Whatifthereisanunevennumber:allowthestudentachoicetoworkaloneortoworkinagroupofthree.
Whatifstudentsfinishtheirworksheetearly:havethemfinishthemeasurementtaskactivityiftheydidnotfinishedyet.

ResourcesandMaterials
Materialsandresources:
Fiorini,Sandy.MyCanofwormsworksheet.(2016).R.CHill.Romeoville,IL
Lynette,Rachel.MeasureItTaskCards.(2016).Teacherspayteachers.
Attachments:
1. Measurement.pdf
2. My_Can_of_Worms.pdf

III.AnticipatedFeedbackOnStudentLearning

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StudentFeedback

A."Wheredowestartmeasuringonaruler?""Whatsideoftheruleristhecentimeterson?Howaboutinches?""Nice
trywiththeestimations,howdidyoucomeupwiththatestimation?""Doyouthinkthisobjectissmallerorbiggerthan
theobjectyoujustmeasured?"

B.MyfeedbacktostudentswillhelpmystudentsgrowintheirmeasuringskillsbecauseIreinforcetheknowledge
neededtocorrectlymeasureanobject.Ialsoprovidedfeedbacktofurtherstudentsestimationskillsbyaskingthemto
comparethesizeofthenewobjecttoanobjectthattheyjustmeasured.

Assessment/Rubrics

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