Nicole Rademan

Second grade
Math-Measurement

Measurement

PA Core or Academic Standards:

CC.2.4: Measurement, Data, and Probability

Match objects to the correct measurement by using a ruler and recording their measurements.

Big Ideas:
 Numerical quantities, calculations, and measurements can be estimated or analyzed by
using appropriate strategies and tools.
2nd Grade Mathematics Number and Operations

Essential Questions:
What does it mean to estimate or analyze numerical quantities?
When is it is appropriate to estimate versus calculate?
What makes a tool and/or strategy appropriate for a given task?
Why does “what” we measure influence “how” we measure?
In what ways are the mathematical attributes of objects or processes measured, calculated and/or
interpreted?
How precise do measurements and calculations need to be?

Objective/Performance Expectation:
 The students will arrange objects in height order and record measurements.

I. Planning and Preparation:

1. This second grade class of eight year old students has fifteen boys and eleven
girls. In this classroom, there are three identified special needs. One student has
attention deficit/hyperactivity disorder, another child has Asperger syndrome, and
the third child has auditory processing disorder. I will differentiate my lesson to
support all learners in my classroom. I will include pictures on the board, I will
have the students work with manipulatives, and I will add detailed written
instruction.

2. CC.2.4.2: Second Grade

CC.2.4.2.A.1: Measure and estimate lengths in standard units using
appropriate tools.

3. These expectations are suitable for this group of students because they are
developmentally appropriate for second graders. The concept of measurement is
not new to the students because they worked with it in previous grade levels. In
this lesson, students will have a well balance of independent work and assistance.
In this lesson, I am including Howard Gardner and Lev Vygotsky’s theory. I will
 include Gardner’s theory by applying visual and hands on learning. I will also
include Vygotsky’s theory by having the students work in groups.

II. Classroom Environment:

4. I will prepare this lesson by having the handouts and rulers close to me before
they are handed out. I will also have every slide on my PowerPoint prepared.
There will also be special grouping as well. Students with special needs will be
put in a group that can help them.
5.
The students work well when I enthusiastically engage them in any activity
because it helps lower their noise level. When I teach this lesson, my goal is to
encourage every student to participate.

6. I will set clear standards of conduct and behavior management of student

behavior. There will be a clip chart displayed on the wall. The goal for each
student is to have their clip moved to the top. The top of the chart says
outstanding. Below outstanding is great job, good day, ready to learn, think about
it, teacher’s choice, and then parent contact. Every child’s clip will start at the
middle block that says ready to learn. Their clip will either move up or down
depending on their behavior. If most of the students’ clips are above ready to
learn, the class will receive a star for the day. If they get ten stars, they can have a
pizza party. Students who reach outstanding will have the option to be line leader
or the teacher’s helper. Before I start the measurement lesson, I will remind the
students to raise their hand before speaking. When I tell the students to walk
around the room to pick up objects, I will tell them not to run.

7. During the lesson, I will establish activity expectations for students to be

successful. When I give instructions, I will model everything to give the students
a more clear understanding. When I tell the students to walk around the room and
pick up objects, I will model by walking around the room. I will say, “Notice that
I am walking and not running. Also notice that I am not playing with the objects
and I am walking straight to my seat.”

Some students experience difficulties in comprehending and focusing. This

activity can possibly be a challenge for them because the objects surrounding
them can be a distraction. I plan to adapt and modify their needs by helping them
one on one. Throughout the lesson, I will praise and encourage them to keep them
engaged as well.

III. Instruction:

8. Materials
Handouts
Classroom objects
Rulers
 Projector
Pencils
Mystery box
I will motivate the students by showing them a mystery box. I will say, “The
object in this box is related to what we were learning the past few days. Can
someone guess what is in the box?” When I take the ruler out of the box, I will
have the students arrange themselves from shortest to tallest and tallest to
shortest. I will start by asking the students to stand in a straight line against the
wall. Before I tell them to move around to arrange themselves, I will tell them to
look around first to notice who is taller and who is shorter.

9. All of the students in my class understand some concepts of measurement. They

have used a ruler for measuring and recorded different measurements on hand
outs. I will briefly review what they learned about measurement so far. I will
show them a group of objects of different sizes. I will also place the objects as
well as the ruler on the projector to show the students how I am measuring them.

I will use questioning and discussion strategies that will encourage students to
participate in class. I will use Bloom’s Taxonomy verbs when speaking to the
students before, during, and after the lesson. My goal is to grasp their attention by
having them use prior knowledge.

 Do you think this book is longer or shorter than this pencil? (application)
 When we measure, should we start at the one or the zero? (knowledge)
 Where should you stop on the ruler when measuring an object?
(knowledge)

10. Sequence of Lesson

 I will tell the students that I have an object in this mystery box. I will describe the object
and ask them to guess what the object is.
 I will call four students at a time to line up against the wall in a straight line.
 When all of the students are in a straight line, I will tell the students to look around them
to see if there are students that are taller and shorter.
 I will tell the students to arrange themselves from shortest to tallest. Then I will ask them
to arrange themselves from tallest to shortest.
 Dismiss the students back to their seats four at a time
 Use questioning to students for them to use prior knowledge for the lesson
 Briefly reiterate measurement lessons they have done in the past
 Explain to the students that they are going to find five objects around the room to place
on their desk. When they place the objects on their desk, they will be asked to arrange
them from shortest to longest. When they are finished, they will record each
measurement on their handout.
 I will place five objects on the table in front of me and arrange them from shortest to
longest. Then I will arrange them from longest to shortest.
 I will model my expectation by walking around the classroom to find five objects to bring
to the table.
 Dismiss the students four at a time.
 When the students are finished, I will hand out a ruler.
 Ask them to combine their objects with the person sitting next to them.
 With their partner, I will ask them to arrange all of their objects from longest to shortest.
and shortest to longest.
 Have them record their measurements on their handout.
 Review the lesson with the students by asking questions.
 Assessing by holding up two objects and saying, “I have a pencil and a box. One object is
ten inches and the other is twenty inches. Raise your hand if you think the pencil is ten
inches.”
 Assessing by having the students complete a hand out.

11. I will use an informal and formal assessment to monitor student learning in this
lesson. For an informal assessment, I will say, “I have a pencil and a box. One
object is ten inches and the other is twenty inches. Raise your hand if you think
the pencil is ten inches.” For a formal assessment, I will have the students
compare objects and record lengths by putting a one under the object that is the
shortest, a two under the object that is longer, and a three under the object that is
the longest.

12. To bring closure to the lesson, I will say, “You did a great job finding objects
around the classroom. You arranged the objects in height order and recorded each
measurement. Next time we measure, we will focus on measuring liquids. When
you leave today, look at different cartons and compare which carton can hold
more or less liquid.