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Lesson 10 - Measurement

Date/Time to be Implemented: Wednesday, April 8th, 12:15 pm

Students: 2nd Grade at Andrew Jackson
Anticipated Time: 45-50 minutes
Goals and Objectives:
Content Objective:
SWBAT understand what measurement is and how it is used in daily life IOT
decide when to use different units of measurement.
Language Objective:
SWBAT understand the words inches, feet, and centimeters.
Common Core Math Standards:
Estimate lengths using units of inches, feet, centimeters, and meters.
Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.
Materials and Preparation:
Measuring Penny by Loreen Leedy
Rulers, measuring tapes
Classroom Arrangement and Management:
Students will be at their desks for everything that is whole-group, and
then will be walking around the room for the majority of the explore. We
have done this multiple times thus far, so they are familiar with appropriate
etiquette when they are walking around the room during lessons, however I
will elicit from students before we do this what is appropriate as a review.
We have clap once if you can hear me, clap twice if you can hear me
and put your hands on your head, put your hands on your shoulder
routines in place, and I will use this if students begin to get too loud or
distracted. I will also remind students before we start about how we walk

around the classroom for activities, eliciting from them what they should and
should not do.
How tall are you? (10 minutes)
Ask students if they know how tall they are
When they respond, ask if they know that for sure
Offer to measure them, use the measuring tape to do
so, if they are interested
If nobody knows, I will tell them how tall I am and
have my CM measure to prove it
Explain to the students that we are going to learn to measure, so
that they will be able to measure themselves and other things
Work and Explore:
Measuring Penny Read-Aloud (15 minutes)
I will read the story aloud to the students, pausing to ask CCQs
throughout, as well as to ask students why questions
I do not yet have the book, so I will update this with
specific questions later on!
At the end, I will ask students comparison questions (beginning
to think about estimation):
Is an inch big or small? Can you think of something
specific you think is about an inch?
Why do you think an inchworm is called an inch?
What is an inch? (10 minutes)
Then, as the Passers pass out rulers, I will demonstrate an inch
using my ruler, and will model how to measure an inch.
Students will then go around the room, and discover objects that
are one inch in length.
We will return to our seats and share the objects that we found
that are one inch long.
Closure (10 minutes):
We will come back together as a whole group and talk about
what we learned.
To connect back to Personal Identity, we will talk about height
and how people are different heights (and how that is okay).
I will ask for student volunteers to use the measuring tape to
measure each other in inches for the class to see (well measure the

same students as we did in the beginning of the class, but this time
students will do the measuring instead of me).
Then, I will ask students if they know how a foot relates to an
inch, and inform them that we are going to learn more about that after
To close, we will sum up what an inch is, and we will discuss how
inches are in the English system and are not used in many other
countries, and I will explain that we will talk about what other countries
use next week .
Assessment of Goals and Objectives:
Summative Assessment:
Students lists of what they found that is about an inch long
Did students:
Find several objects that are about an inch?
Begin measuring things that are other sizes (in inches) once they
mastered measuring an inch?
Include a variety of objects in their list?
Formative Assessment:
Teacher Observations of Student Measurement
Did students:
walk around the room and try many objects?
engage with the assignment?
work well with each other?

Anticipating Student Response:

Some students may struggle using the ruler, since this will likely be the
first time that they have done that. To support them, I will print a large
picture of an inch on a ruler, so that they can refer to the image when they
are having trouble remembering how to read the ruler.
For students who find the lesson too easy:
The extension of this lesson will be measuring items throughout the
room and categorizing how many inches they are. Some students will move
onto this earlier, and I will be prepared to explain to them what they will be
doing when the time comes. Due to the learner-centered nature of this
lesson, it should not be difficult for me to step away and explain to the
students the next step as they are ready for it.

For students who find the lesson too challenging:

The concept of what an inch is may be difficult for students to grapple
with at first. To support them, I will have certain objects preselected that I
know are one inch, and I will suggest to students who need help that we
measure those objects together. Once they have an idea of which objects are
an inch (and I will give them one of these objects to take with them as a
reference point), I will suggest they try to find more objects on their own.