Measurement Lesson Plan Names: Patrick Ahasic, Megan Casady, and Becca Troike Date: 11/4/2013 Grade Level/Subject:

Math: Measurement/2nd Grade Prerequisite Knowledge: Students will measure the length of an object by using a ruler with centimeters. The students will estimate the lengths of various objects by applying various strategies. Students will convert small units of measurement (cm) into larger units of measurement (m or km). Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will estimate the length of a given object by comparing it to the known length of an object. Students will determine which path is longer when given a curvy path, a straight path, and a zig-zag path by using various tools to measure. Students will determine measurement equivalents by converting small units of measurement into larger units of measurement when measuring length. Content 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.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. CCSS.Math.Content.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... Practice Standards: CCSS.Math.Practice.MP5 Use appropriate tools strategically. CCSS.Math.Practice.MP6 Attend to precision. Relation to Van De Walle Our lesson covers measurement and goes into specific detail to address estimation and comparison. Van De Walle states that it is essential for students to make estimations before they measure something. In our lesson, students are required to estimate the length of their pencil using the known length of a paper clip. Similarly, students may estimate

the lengths of the different paths before they measure them. Van De Walle states a number of benefits to estimation. One such benefit is that it helps the student focus on the problem and also think about the measuring process. Estimation also helps students become more familiar with the units being used. Finally, estimation helps students develop benchmarks which also helps them with multiplicative reasoning. Van De walle also states the importance of comparison, even going as far as suggesting that comparison of two or more lengths starts before kindergarten. Our lesson also addresses comparison of lengths, specifically the lengths of straight lines as well as curved and zig-zagged lines. Van De Walle states that it is important to consider measuring lines that are not straight. Materials/Resources/Technology: 6 inch paper ruler for each student paperclip for each student pens/pencils Problem handout for each student Track route handouts (1 of each for each group) o Track A Handout o Track B Handout o Track C Handout Materials to assist in measurement o String o Ribbon o Wire Scissors Implementation: Before (8 minutes) Before giving the students the problem we are going to review how to measure length using the centimeter side of a 6 in. ruler. Each student will be given a paper 6 in. ruler and a paperclip. The students will first take a minute or two to measure the paperclip on their own. They will then discuss in their groups the lengths that they measured, and come up with a final measurement. After discussing and comparing for a minute the teacher will ask each group what the measurement was that they came up with. The teacher will then ask: o How did you get to that answer? What is the process you took? o (After one student answers) Did anyone have a different method to find the length of the paperclip? The teacher will then tell students, now that you know the length of a paperclip in centimeters, use that visual to make an estimation of how long your own pencil is in centimeters. Students will make an estimation and write it down. They will then actually measure their pencil with the ruler. The teacher will ask students to compare their estimation and the actual measurement. The teacher will then tell students to discuss in their groups how close their estimation was to the actual length.

The teacher will then tell students that they need to convert their actual pencil length from centimeters to meters. The students are allowed to work in their groups to do this. After making the conversions the teacher will ask students: o How did you get your answer? What strategy did you use? o (After one student answers) Did anyone have a different way to convert the answer from centimeters to meters? o Does anyone need help with this, or is still confused?

During (12-14 minutes) The teacher will then transition from the before part of the lesson into the during phase. The teacher will tell the students that they are going to get a problem that they are going to work on as a group. The teacher will remind students of group expectations. The teacher will remind students that everyone needs to be contributing and working on the problem together. Students are not to break up the problem to get it done fast, they need to go through each step together. The teacher will also say that once they finish each group member needs to be comfortable explaining how they reached their final answer. The teacher will then pass out the hand out with the problem on it. The teacher tell students that at the front of the room there are extra materials that the students are allowed to use if they want to when finding their measurements for the problem. The teacher will also say, Once you have found the order you think is correct have a member of your group write original estimated order, the measured order, and include the measurement in meters for each track on the board. After it is written on the board everyone should come get an extension from the front table and begin to work on it in your groups. Problem: Cross Country Running Routes (Based on Van De Walle Crooked Paths p. 373) o The cross country team wants to start running new routes at their practices, and have just found 3 different paths to run. They want to start with the shortest path and build their endurance up before running the longest path. Unfortunately they dont know how long each path is. They need help figuring out the order of lengths so they can build their endurance up from the shortest to longest path. Estimate the lengths of each track in centimeters first and write your guess down. Then find the measurements of each track in centimeters. After finding that measurement convert the centimeters to meters. Then put the tracks in order of shortest to longest using centimeters. Extension Problem o Now that the cross country team knows the order of the track lengths they need to know how many laps they would need to run in order to run a 5K (5 kilometers). Pick one of the tracks and figure out how many laps they need to run to complete a 5K. Round the final answer. While students work in groups the teacher will walk around the classroom and listen to student conversations and be taking note of what strategies are being used. The teacher will also provide guidance if students need it. The teacher will also need to take note of how many groups were able to finish the extension activity. After (8-10 minutes)

The teacher will call the attention of the class back together to have a discussion. The teacher will tell the class that will each group is explaining their answer the rest of the class should be paying attention, being respectful, and specifically listening for different strategies being used. The teacher will then go to each group and ask the group: o How did you come up with your estimation? Was their a method you used? o How did you get to your final answer that you wrote on the board? o Why did you choose the method you used? The teacher will then move to a discussion about the extension. For the groups that were able to finish the problem the teacher will ask: o What track did you pick? o What was the answer that you found? o What was the process you took to find that answer? Once finishing the discussion the teacher will pass out an exit slip for all students to complete. o Exit Slip Questions: How would you estimate and then measure the length of a spiral staircase? Is it important to attend to precision when measuring length? Why or why not?

Assessment: The teacher will constantly be informally assessing students during class discussions and while walking around the classroom. The teacher will be looking for student capability, but more specifically understanding of the concept. The exit slip is a formal assessment that the teacher will use to check for student understanding.

Problem Handout
The cross country team wants to start running new routes at their practices, and have just found 3 different paths to run. They want to start with the shortest path and build their endurance up before running the longest path. Unfortunately they dont know how long each path is. They need help figuring out the order of lengths so they can build their endurance up from the shortest to longest path. Estimate the lengths of each track in centimeters first and write your guess down. Then find the measurements of each track in centimeters. After finding that measurement convert the centimeters to meters. Then put the tracks in order of shortest to longest using centimeters.

Extension Handout
Now that the cross country team knows the order of the track lengths they need to know how many laps they would need to run in order to run a 5K (5 kilometers). Pick one of the tracks and figure out how many laps they need to run to complete a 5K. Round the final answer.

Exit Slip
1. How would you estimate and then measure the length of a spiral staircase?

2. Is it important to attend to precision when measuring length? Why or why not?