Miriam Badillo

Lesson plan 4
OBJECTIVE

WHY is this
important to
learn?

ANTICIPATORY
SET

TEACHING/ LEARNING
ACTIVITY
I can estimate lengths
in units of inches.
(2.MD. A 4)

WHAT WILL THE TEACHER BE DOING?

Its important to learn

how to estimate
lengths because it
helps us make
educated guesses
when we dont have a
measuring tool.
I will read: How Long or How wide a
Measuring Guide by Brian P. Cleary.
Boys and girls, do you remember when we
measure the growth of plants inside our
classroom and outside, around our school?
What tools did we use? Rulers
We recorded our measurements in our
Science Journal.
What if we didnt have rulers?
Could we have made an educated guess?
Weve measure in inches before, so we
have an idea about how much an inch is.
Is an inch about the length of a pencil?
(show actual pencil) No
Is an inch about the length of a crayon?
(show actual crayon) No
Is an inch about the length of eraser? (show
eraser) Closer.
Everyone take out their ruler, Put your
finger on the 1-inch mark. Using your
fingers, show me about how long an inch is.

WHAT WILL THE STUDENTS BE

DOING?

PREASSESSM
ENT

TEACH
LESSON/MOD
EL

GUIDED
PRACTICE

So, what if I didnt have a ruler available,

maybe I lost it or forgot it somewhere. But I
needed to know how many inches

Overhead project and

individual white
boards.

Today our objective is to estimate lengths

or make an educated guess. Its important
because what if we didnt have the tools to
actually measure.
An estimate is an educated guess or an
approximation.
Now that we have a clearer idea of what an
inch looks like. We are going to estimate the
length of our hands in inches! Im going to
estimate the length of my hand (using
overhead project for visual). I say my hand
is about 6 inches. I say about because Im
not exactly sure, I would have use a ruler to
get the exact measurement. Next, Im going
to use a ruler to measure.
Repeat for feet.
CFU Share with your partner what your
estimate and why you think that.
Measure and share with partner.
Show me on your white boards.

Students will estimate the length of

their hand, then measure for accurate
measurement. Writing their estimate
and measurement on their individual
white boards.

CFU-What is our object?

Why is it important?

Center:
1.Guess how many pizzas. Students
will use white boards and answer word
problems where they have to estimate
how many pizzas they need to feed a
number of people. Word problems will
be written on index cards; students
can work together.
2. About how much longer or shorter?
Students will estimate how much
longer or shorter an object is from

ELL and Special Ed: Visual on

overhead projector. Show students
actual images of crayon, pencil,
eraser, and ruler.
Gifted: I will ask these students to
estimate their feet too. Which do you
thing is longer.

CFU-What is our object?

Why is it important?

INDEPENDEN
T PRACTICE

Pencil, paper, and

clipboards.

SSA-Lets stop and reflect on our learning.

Where are you in your progress towards the
objective?
Boys and girls we are taking our class
outside. I would like for you to find as many
things as you can and estimate the length
in inches. You will make a list and write
down and/ or draw what it is and your
estimate next to it.

FORMATIVE
ASSESSMENT

another and why they think that?

Actual objects will be displayed in the
center of the table, including; pencils,
paper clips, scissors, markers, etc.
Then students will use rulers to check
their estimations.
3. Measuring Color Strips- Student will
receive be given numbers in inches,
asked to first cut a strip (paper,
ribbons, pipe cleaners) estimating the
length and glue it to their paper, then
measure the length, cut and glue next
to the estimated length to compare.
4. Student will write and play out a
small comedy skit. What happens
when you dont have a ruler to
measure? How was the problem
solved?
ELL: Students can sketch the object.
Special Ed.: I will model the first item
and estimate.
Gifted: I will ask students to explain
their thinking/estimate for one or two
objects.

Students will receive a list of objects in the

classroom, their task is to estimate their
length in inches. Objects will be passed
around.

ELL: Actual objects are displayed,

passed around, and I will repeat
instructions. (4-5 objects)

Crayon
Book

Special Ed.: Allow more time. 4

objects

Paper clip
Eraser
Pen
Bottled water
CLOSURE

Today our objective was to estimate the

lengths in units of inches. Did we do that
today?
Why is it important?
What are other times when you will
estimate the length of something?
Can you do this at home?
When you go home today find something
big that you can estimate the length of and
then measure it to see how close you are.
Ask an adult at home to help you.

Gifted: All objects. Also, which object

is the longest and shortest, and about
how much longer than the shortest.