Math Measurement Unit - All Lesson Plans

Old Dominion University
Math
Measurement
Unit – Lesson
Plans
Attributes, Units, Perimeter & Area
Dorothy Fannin
4-1-2019
Instructional Lesson Plan
Lesson Overview
Lesson Author: Dorothy Fannin Date: February 27, 2019
Grade Level: 2nd
Subject Area: Mathematics – Measurement, Attributes
Time Allotment: Two hours

Short Description:
During this lesson, students will expand on their knowledge of measurement. They will begin with a
Problem of the Day which reviews fractions. Then, they will consider a problem related to
measurement. The students will receive a mini lesson on the attributes of measurement. Next, they will
pair up to play a measurement game. Students will complete an Animal Measurement booklet. They will
do a Helping Hands activity in pairs. Finally, they will complete Thinking About Attributes for
summative assessment.
Standards
State Curriculum Standards met in this lesson:
2.8 The student will estimate and measure

a) length to the nearest inch; and
b) weight to the nearest pound.
Instructional Outcomes:
The student will use problem solving, mathematical communication, mathematical reasoning, connections,
and representations to
 Identify a ruler as an instrument to measure length. (a)
 Estimate and then measure the length of various line segments and objects to the nearest inch
using a ruler. (a)
 Identify different types of scales as instruments to measure weight. (b)
 Estimate and then measure the weight of objects to the nearest pound using a scale. (b)
Enduring Understandings/Essential Knowledge:
 The process of measurement involves selecting a unit of measure, comparing the unit to the
object to be measured, counting the number of times the unit is used to measure the object,
and arriving at an approximate total number of units.
 Measurement involves comparing an attribute of an object to the same attribute of the unit of
measurement (e.g., the length of a cube measures the length of a book; the weight of the cube
measures the weight of the book).
Essential Questions:
How can you describe the attributes of measurement?

In what ways can we measure length, weight, and capacity?
How might you know which attribute can be used to measure an object?
Vocabulary
Length
Weight
Capacity
Scales
Ruler
Measuring cup
Procedures
Lesson Set - Engage/Elicit:
Students will be presented with a problem which will review the concept of fractions. They will use
their dry erase boards to solve the problem. Students will be given an opportunity to share their
solutions and several will be chosen to share their answers by writing them on the board. Next,
students will do Problem of the Day 13-1 to introduce the topic of measurement. They will work with a
partner to answer the problem. Students will be given an opportunity to share their answers. For the
final part of this phase, students will watch a Brainpop video on measurement.
Rationale:
“No matter what age you are, whether you’re in school, what job you do, or where you end up, you will
need to know about measurement. We can measure things in many ways. These ways are called
‘attributes,’ and today we are going to begin to learn what this means.”
Techniques and Activities:
Hold up a milk carton before the class. Ask them if you can measure the length of the milk carton. Ask
them if you can weigh it. Ask them if you can find out how much it holds. Show the students a ruler, a
scale, and a measuring cup. Relate the ways in which you can use these tools to measure length, weight,
and capacity. Introduce these terms to the students in this way. Show them Reteaching 13-1 on the
Smart Board with the projector. Ask them the questions for the two objects regarding measurement
attributes.
Break students into heterogenous pairs for Center Activity 13-1 Look and See. Allow them to use
colored chips to cover the objects which they discuss. Allow students a few minutes to discuss these
objects and attributes. Make sure to walk around and formatively assess during this activity.
Distribute Animal Measurement activity to students. Explain to students how to help the animals
measure each other using various items by describing each part of the activity. Have students use
crayons to fill in each page and to color the animal being measured. Have them fold the page in half to
create a booklet.
Break students into heterogenous pairs by ability again, using different partners from the earlier
activity. Have them work together to use paperclips to measure the objects on the Center Activity 13-
2 Helping Hands. They will use tiles to estimate the number of paperclips before they measure the
objects.
Lesson Closure: Evaluate Phase
Distribute Practice 13-1 Thinking About Attributes. Have students complete this activity individually.
After all students have finished, go over the activity together and allow students to use a marker to
check their work.
Assessment/Evaluation:
During the beginning of the lesson use formative assessment as students use dry erase boards and have
discussion. Formatively assess during all activities in which students are working in pairs. Use the
Animal Measurement booklet to formatively assess. Use the final Practice 13-1 for summative
assessment.
Student Products:
 Animal Measurement booklet

 Practice 13-1 Thinking About Attributes
Supplemental Activities:
Use iXl for remediation.

Use Sheppard Software for extension.
Accommodating for Special Learners:
During formative assessment, provide students with disabilities or challenges with direct instruction.
Pair these students with students with strong skills during paired activities. Offer extension or
remediation to different types of learners, as needed or requested.
Differentiated Instruction:
This lesson uses heterogenous paired activities as differentiated instruction. An activity integrating
visual arts differentiates for visual learners. Technology is used for extension as well as remediation.
Hands-on manipulatives are used as measuring tools.
Resources
Materials and resources needed for this lesson

1. Pencils
2. Crayons
3. Paperclips
4. Week 2 Thursday problem (2 Brainy Apples, 2013)
5. Problem of the Day 13-1 (Pearson Education, 2012)
6. Reteaching 13-1 Thinking About Attributes (Pearson Education, 2012)
7. Center Activity 13-1 Look and See (Pearson Education, 2012)
8. Colored chips or squares
9. Animal Measurement Topic 13 Story (Pearson Education, 2012)
10. Center Activity 13-2 Helping Hands (Pearson Education, 2012)
11. Practice 13-1 Thinking About Attributes (Pearson Education, 2012)
12. Measuring cup
13. Scales
14. Ruler
15. Milk carton
Technology resources needed for this lesson
1. Smart Board
2. Projector
3. Computer
4. Internet access
Web Addresses needed for this lesson:
1. https://www.brainpop.com/science/matterandchemistry/measuringmatter/
2. http://www.sheppardsoftware.com/math.htm#measurement
3. https://www.ixl.com/search?q=measurement
Lesson Plan adapted from: Grade 2 Topic 13 – Measurement: Length and Area by
envision Math (Pearson Education, 2012)
Lesson Overview
Lesson Author: Dorothy Fannin Date: February 28, 2019
Grade Level: 2nd
Subject Area: Mathematics – Measurement, Estimating Length
Time Allotment: Two hours

Short Description:
During this lesson, students will expand on their knowledge of measurement. They will begin with a
problem which reviews geometry, plane figures. Then they will consider a Problem of the Day which
introduces nonstandard measurement. Students will wrap up yesterday’s lesson by completing Thinking
About Attributes and Helping Hands paired activity. This activity will introduce estimating nonstandard
measurements. Students will have an opportunity to inspect and explore a ruler and a yardstick while
those tools are being discussed. They will view a short video. Students will complete page 697-698
which address estimating length. The final part of this handout includes a performance assessment
task where students choose three objects, estimate, and draw a picture of their object and estimate.
Standards

b) weight to the nearest pound.
and representations to
 Identify a ruler as an instrument to measure length. (a)
 Estimate and then measure the length of various line segments and objects to the nearest inch
using a ruler. (a)
 Identify different types of scales as instruments to measure weight. (b)
 Estimate and then measure the weight of objects to the nearest pound using a scale. (b)

object to be measured, counting the number of times the unit is used to measure the object,
and arriving at an approximate total number of units.
How can you describe the attributes of measurement?

In what ways can we measure length, weight, and capacity?
How might you know which attribute can be used to measure an object?
What are some ways in which you can estimate measurements?
How can you use nonstandard units to measure objects?
Vocabulary
Length
Weight
Capacity
Scales
Ruler
Yardstick
Measuring cup
Inch
Foot
Yard
Estimate
Nonstandard measurement
Procedures
Students will be presented with a problem which will review the concept of plane shapes in geometry.
They will answer the problem on their dry erase boards. Answers will be discussed with the class,
allowing students to explain their answers. Next, the Problem of the Day 13-2 will be presented on the
Smart Board. Students will be placed in groups to discuss this problem. After students have had time
to solve the problem, they will be given opportunities to explain their answers and compare them to
their classmates. Show students the YouTube video Inches, Feet and Yards Song ⋆ Measurement for
Kids.
Rationale:
“No matter what age you are, whether you’re in school, what job you do, or where you end up, you will
need to know about measurement. We can measure things in many ways. These ways are called
‘attributes,’ and today we are going to learn how to estimate the attributes and use tools to measure
them.”
Show students a ruler and a yardstick. Discuss the ways in which the tools are used to measure length.
Show the students that a paperclip is about the same size as an inch by showing them the inch and foot
marks on the tools. Distribute Practice 13-1 Thinking About Attributes and allow students to complete
the handout individually. Place students in heterogenous pairs and have them complete Center Activity
13-2 Helping Hands using paperclips for nonstandard measurement. Distribute Homework & Practice 12-
1 Estimating Length, pages 697-698 from the textbook. Review the paperclip, inch, foot, and yard.
Guide students through problems 1-3 on page 697. Then place them in heterogenous groups and have
them complete the performance task on page 698 by choosing three items to estimate, as well as
problems 7-8 for higher order thinking and assessment. Close the lesson by having students come to
the board to share some of their drawings and estimates. Summarize the lesson to close.
During the beginning of the lesson use formative assessment as students use dry erase boards and have
discussion. Formatively assess during all activities in which students are working in pairs. Use the
Thinking About Attributes to summatively assess the previous day’s lesson. Use the performance task
to summatively assess students’ abilities to estimate.
Student Products:
 Practice 13-1 Thinking About Attributes

 Homework & Practice 12-1 Estimating Length pages 697-698

Pair these students with students with strong skills during paired activities. Offer extension or
remediation to different types of learners, as needed or requested.
This lesson uses heterogenous paired activities as differentiated instruction. Technology is used for
extension as well as remediation. Hands-on manipulatives are used, including measuring tools.
Resources

16. Pencils
17. Paperclips
18. Week 3 Thursday problem (2 Brainy Apples, 2013)
19. Problem of the Day 13-2 (Pearson Education, 2012)
20. Center Activity 13-2 Helping Hands (Pearson Education, 2012)
21. Numbered tiles
22. Colored squares
23. Practice 13-1 Thinking About Attributes (Pearson Education, 2012)
24. Ruler
25. Yardstick
26. Homework & Practice 12-1 Estimating Length pages 697-697 (Pearson Education, 2012)
5. Smart Board
6. Projector
7. Computer
8. Internet access
6. https://youtu.be/P9sYvDCnI0g
Lesson Plan adapted from: Grade 2 Topic 13 – Measurement: Length and Area by
envision Math (Pearson Education, 2012)
Lesson Overview
Lesson Author: Dorothy Fannin Date: March 4, 2019
Grade Level: 2nd
Subject Area: Mathematics – Measuring Length in Inches
Time Allotment: One 1 and ½ hour class period

Short Description:
During this lesson, students will expand on their knowledge of measurement. They will explore how
nonstandard units are used to measure length and how using a measuring tool makes measuring easier.
Students will relate using paperclips and a paperclip chain to using standard units of inches and a
ruler. They will complete a handout demonstrating measuring inches on a ruler and play a game
consisting of estimating and measuring in inches. Finally, students will individually complete an
estimating and measuring activity.
Standards

a) length to the nearest inch
The student will use problem solving, mathematical communication, mathematical reasoning,
connections, and representations to:
Identify a ruler as an instrument to measure length. (a)
Estimate and then measure the length of various line segments and objects to the nearest inch using a
ruler. (a)
The process of measurement involves selecting a unit of measure, comparing the unit to the object to
be measured, counting the number of times the unit is used to measure the object, and arriving at an
approximate total number of units.
Measurement involves comparing an attribute of an object to the same attribute of the unit of
In what ways can you measure the length of an object?

How can you explain the use of a ruler as a tool for measurement?
How do inches, feet, and yards compare with each other?
How can you estimate and then measure to check your estimate?
Vocabulary
Ruler
Yardstick
Inch
Foot
Yard
Procedures
Ask students to explain units of shibiri discussed in the previous lessons. Tell them that we are going
to learn some good and bad things about using shibiri and other nonstandard units to measure. Put
students in pairs and have them measure each other’s height in shibiri (hands). Ask them whether we
would all get the same number if we measure the same person using shibiri. Ask them to explain why
we might get different numbers. Then demonstrate measuring one or two of the students using
shibiri and discuss the different answers. Tell students that having a standard unit of measure like an
inch helps everyone get the same answer. Show the YouTube video Introduction to Standard
Measurement for Kids: Measuring Length in Inches with a Ruler. Pause the video during each part to
discuss the different mistakes being made. Discuss how to properly use a ruler after the video is
complete.
Rationale:
“We have learned that there are different attributes we can measure. We talked about the
importance of measurement, no matter what your age or what you do. Today we are going to look more
closely at the attribute of length and ways to measure length.”
Distribute construction paper strips to students. Demonstrate on the projector how to use large
paperclips to measure the length of the strips. Remind students that length is the distance or how
far from one point to another. Have students line up paperclips and measure the length. Ask several
students for their measurement. Have students give a thumbs up or down if they got the same or a
different measurement. Address and discuss any disagreements as needed until all students agree on
the measurement. Next, demonstrate and measure the width of the paper strips, explaining the
difference between length and width. Ask students to explain whether it is hard to measure using
paperclips and how we might make it easier. Guide students to see that it is easier to measure if we
link the paperclips together. Ask them to link their paperclips and try measuring the strip length and
width again. Discuss the difference between using the individual paperclips versus the linked
paperclips.
Ask students if they remember about what size in standard units a paperclip is. Remind them it is
close to an inch if they do not remember. Ask students whether they think it would be easier to
measure something a little larger than a strip of paper one inch at a time or with a ruler. Show them
the ruler and discuss how the ruler is made up of inches the way the paperclip chain is made up of
paperclips. Then show them the yardstick and remind them the yardstick is made up of inches and
feet. Compare the ruler with the yardstick. Ask them whether it would be easier to measure several
different objects using inches, feet, or yards. Give several examples, such as a pencil, a book, a
person, the room, etc. Make sure that students understand that different tools are useful to
measure different lengths.
Distribute Measuring with a Ruler. Project on the Smart Board. Demonstrate to students how to
measure the objects to the nearest ½ inch on the rulers shown. Have them color the rulers to the
point where the measurement stops.
Place students in heterogenous pairs. Assign students the roles of Recorder and Investigator allowing
the student at the lower learning level to be the Recorder. This will assure participation by both
students. Distribute Measuring in Inches. Instruct students to estimate the measurement of each
object in inches first. Then give them a ruler and have them measure each object in inches. When all
students have finished, discuss estimates and measurements of several measurements from each pair
of students.
Distribute Take Your Best Guess to homogenous pairs of students. Instruct students how to play the
game by estimating and then measuring the lines to the nearest inch. Give students blank paper. Have
them find five small items in the room to estimate and measure. Tell students to draw pictures of the
objects, write the estimates, and then measure, and write the measurements. The student with the
closest estimate gets the point. Have them keep points and the person with the most points wins.
Distribute Measuring in Inches activity and a ruler to each student. Allow students to complete the
activity by estimating and measuring each item. Discuss answers and summarize the lesson when all
students have completed the activity.
During the beginning of this lesson students will be formatively assessed based on paired interactions.
They will be formatively assessed based on their abilities to use paperclips to measure their paper
strips. Formative assessment will continue while students are paired again for the activity and game.
Summative assessment will take place using the Measuring in Inches activity.
Student Products:
 Measuring with a Ruler

 Take Your Best Guess!
 Measuring in Inches

Pair these students with students with strong skills during heterogenous paired activities. Offer
extension or remediation to different types of learners, as needed or requested.
This lesson uses heterogenous and homogenous paired activities as differentiated instruction.
Technology is used for extension as well as remediation. Hands-on manipulatives are used, including
nonstandard and standard unit measuring tools.
Resources

27. Pencils
28. Crayons
29. Paperclips
30. Construction paper strips
31. Measuring with a Ruler (Super Teacher Worksheets)
32. Take Your Best Guess! (Made by Meredith)
33. Measuring in Inches (Busy Me Plus Three)
34. Blank paper
35. Rulers
9. Computers
10. Smart Board
11. Projector
12. Internet access
9. https://youtu.be/VzW2sdCe228
Lesson Overview
Grade Level: 2nd
Subject Area: Mathematics – Measuring: Inches, Feet and Yards

Short Description:
inches, feet, and yards compare. They will gain experience determining which tool is appropriate by
practicing with a ruler, yardstick, and tape measure. They will practice estimating and measuring in
pairs after a demonstration. They will play a measuring game and complete an Independent Practice
for assessment.
Standards

ruler. (a)

How do inches, feet, and yards compare with each other?
How can you determine whether to use inches, feet, or yards to measure?
How can you determine when to use a ruler, yardstick, or tape measure?
Vocabulary
Ruler
Yardstick
Tape measure
Inch
Foot
Yard
Procedures
Project Problem of the Day 13-3 onto Smart Board. Have students discuss the answer with their
table groups. Discuss problem by allowing all groups to give input on their answers. Then demonstrate
using yarn. Play the video on YouTube Inches, Feet and Yards Song ⋆ Measurement for Kids. Remind
students that we have been learning to measure in inches and tell them that today we are going to look
at measuring in feet and yards. Show students ruler, yardstick, and tape measure. Ask them to
consider how they might decide when to use each tool.
Rationale:
closely at the tools we can use to measure. We will learn ways to decide which tools are best to use
and when to use them.”
Place students in pairs and distribute Lesson 12-3 (pages 705-706). Project page 706 on Smart Board
and discuss with students. Have pairs of students complete pages 705 and 706. When students have
finished, have them complete Measure the Room activity by choosing 5 objects in the room,
estimating, and then measuring them.
Break students into homogenous groups of 4. Distribute Measuring Farm Game and rulers. Allow
students to play game until someone wins.
Distribute Measuring Sort to students and have them complete the activity individually.
Place students in heterogenous pairs. Assign a Recorder and an Investigator, allowing the lower-level
student to be the Recorder. This will ensure that both students participate. Have students complete
Independent Practice and Problem Solving (pages 707-708) in pairs. After students have completed
the activities, go over answers by projecting onto the Smart Board and having each pair of students
give input and discuss answers. Have students check their work using their highlighters.
During the beginning of this lesson students will be formatively assessed based on group activities and
paired interactions. They will be formatively assessed during the group game. Summative assessment
will take place using the final paired activity and problem solving.
Student Products:
 Lesson 12-3: Inches, Feet, and Yards (pages 705-706)

 Measure the Room – Inches, Feet, and Yards
 Independent Practice and Problem Solving (pages 707-708)

Heterogenous group collaborative learning allows for differentiation. Technology is used for
extension as well as remediation. Hands-on manipulatives are used, including standard unit measuring
tools.
Resources

36. Pencils
37. Rulers
38. Yardsticks
39. Tape measures
40. Paper clips
41. Yarn in two lenghts
42. Problem of the Day 13-3 (Pearson Education Inc., 2012)
43. Lesson 12-3: Inches, Feet, and Yards pages 705-706 (Pearson, 2019)
44. Measure the Room: Inches, Feet, and Yards (Made by Meredith)
45. Measurement Farm Game (Brittney Field, 2015)
46. Independent Practice and Problem Solving pages 707-708 (Pearson, 2019)
47. Measuring Sort (Made by Meredith)
13. Computers
14. Smart Board
15. Projector
16. Internet access
12. https://youtu.be/P9sYvDCnI0g
Lesson Overview
Grade Level: 2nd
Subject Area: Mathematics – Measuring: Centimeters and Meters

Short Description:
inches, feet, and yards compare with centimeters and meters. They will gain experience determining
which tool is appropriate by practicing with a ruler and meterstick. They will practice estimating and
measuring in pairs after a demonstration. They will play a measuring game and complete an
Independent Practice for assessment.
Standards

ruler. (a)

How do inches, feet, and yards compare with each other and with centimeters and meters?
How can you determine whether to use inches, feet, or yards, centimeters or meters to measure?
How can you determine when to use a ruler, yardstick, meterstick, or tape measure?
Vocabulary
Ruler
Yardstick
Meterstick
Tape measure
Centimeter
Meter
Inch
Foot
Yard
Procedures
Project Problem of the Day 13-5 onto Smart Board. Have students use their dry erase boards to
answer the problem. Discuss problem by allowing all students to give input on their answers. Then
demonstrate using ruler. Play Brainpop Jr. video on centimeters, meters, and kilometers.
Rationale:
closely at the tools we can use to measure. We will learn ways to decide which tools are best to use
and when to use them. We are also going to learn that there are more than one kind of standard
measurement. We are going to learn about the metric system.”
Distribute Reteaching 13-3 Measuring Length Using Non-Standard Units to students. Distribute
cubes and paperclips. Ask students to take a moment to compare the size of the cubes to the size of
the paperclips. Ask them to describe what we did yesterday to the paperclips and what we learned
about using a paperclip chain. Have them consider how this might work with the cubes to measure.
They should see that snapping the cubes together will make it easier to use them as measuring tools.
Have students complete the handout using their cubes and paperclips. Have students complete the
handout in heterogenous pairs with the lower level student acting as Recorder and the higher level as
Investigator. When all students have completed the assignment, project it onto the Smart Board and
go over answers. Collect all cubes and paperclips.
Distribute rulers and display yardstick and meterstick. Ask students to locate the marks for inches
on the rulers. Ask them to see what other kinds of marks they see on the rulers. Explain to the
students that just as we can use the smaller cubes as nonstandard measuring units and the paperclips
as larger nonstandard measuring units, we can use inches and another standard unit called
centimeters. Talk about the size of the centimeter. Have them come up with examples of objects
about a centimeter long or wide. Talk about the size of the centimeter in comparison with the size of
the inch. Then compare the meterstick to the yardstick and talk about why they are different sizes.
Briefly discuss how different standard measures of units such as the metric system versus the
American Standard system are used in different parts of the world.
Have students individually complete Measuring Centimeters by coloring the ruler to the nearest
centimeter to measure each object.
Distribute Measuring in Centimeters and split students back into the heterogenous pairs with
Recorder and Investigator. Have them find five items from the classroom to estimate and then
measure in centimeters.
Place students in homogenous pairs based on ability/understanding level. Have them play Measure Me!
By taking turns estimating and then measuring parts of their bodies. The person with the closest
estimate gets a point and the person with the most points wins.
Have students complete an Exit Ticket by writing on a blank sheet of paper how a centimeter
compares to an inch and how a meter compares to a yard. Collect all Exit Tickets.
During the beginning of this lesson students will be formatively assessed based on group activities and
paired interactions. They will be formatively assessed during the game. Summative assessment will
take place using the final Exit Ticket.
Student Products:
 Reteaching 13-3 Measuring Length Using Non-Standard Units

 Quick Check 13-3
 Measuring Centimeters
 Measuring in Centimeters
 Measure Me!
 Exit Tickets

Heterogenous group collaborative learning allows for differentiation. Technology is used for
extension as well as remediation. Hands-on manipulatives are used, including standard unit measuring
tools.
Resources

48. Pencils
49. Rulers
50. Yardstick
51. Meterstick
52. Cubes
53. Paperclips
54. Problem of the Day 13-5 (Pearson Education)
55. Reteaching 13-3 (Pearson Education)
56. Quick Check 13-3 (Pearson Education)
57. Measuring Centimeters (Super Teacher Worksheets)
58. Measuring in Centimeters (Busy Me Plus Three)
59. Measure Me! (Bleasdale, 2014)
17. Computers
18. Smart Board
19. Projector
20. Internet access
15. https://jr.brainpop.com/math/measurement/centimetersmeterskilometers/
Lesson Overview
Grade Level: 2nd
Subject Area: Mathematics - Perimeter
Time Allotment: Two 1 ½ hour class periods

Short Description:
During this lesson, students will expand on their knowledge of measurement. Specifically, they will
expand on the attribute of length to include perimeter. After a Problem of the Day to introduce the idea
of perimeter, students will view a Brainpop Jr. video on perimeter. They will have a minilesson on
perimeter and use dot paper to create problems for their classmates. Students will work in pairs to solve
problems figuring perimeter. Students will play a Helping Hands game on perimeter. They will complete
an Easter Bunny route using perimeter as a performance assessment.
Standards

b) weight to the nearest pound
and representations to:
ruler. (a)
object to be measured, counting the number of times the unit is used to measure the object, and
arriving at an approximate total number of units.
How might you use units of length to find the perimeter of an object or area?
When might you need to figure the perimeter of an object or area?
What convinced you that being able to figure perimeter was important?
Vocabulary
Perimeter
Procedures
Students will be presented with a Problem of the Day using a dot grid with a shape drawn. They will be
asked how to figure the distance around the shape and allowed to work on their whiteboards and then in
pairs to answer the question. The question will be discussed, and each pair will be allowed to explain their
reasoning. Students will then watch a Brainpop Jr. video on perimeter.
Rationale:
“Just like in the Brainpop Jr. video, there will be many times when we need to figure perimeter. We have
learned that we will need to be able to measure length all of our lives. We will also use the skill of
figuring perimeter our whole lives. Some examples are putting a fence around our yard, or walking a path
around our neighborhood. We might need to know how much ribbon to buy to tie around a table, or how
many bricks we need to make a path along our sidewalk. There are countless reasons we may need to know
about perimeter.”
 After the Question of the Day and the Brainpop, Jr. video, spend several minutes reviewing the
attributes of measurement (length, weight, capacity) and tools (rulers, scales, cups, gallons, etc.)
which we have covered so far. Explain rationale to students and relate perimeter to length. Talk
about how perimeter will be measured in units just as length was measured in units. Tell students
that perimeter is like length, but it is also like an outline that goes all the way around an object or
area.
 Students will each use a sheet of dot paper to create shapes for their classmates to solve for
perimeter. Students will be placed in heterogenous pairs and be given instructions (let them know
the lines can go side-to-side or up and down between the dots, but not diagonally. Allow them to
create perimeter problems for each other and to solve them. Give students time to present their
problems on the Smart Board to show to their classmates.
 Students will complete Helping Hands Center Activity 13-6 in heterogenous pairs. They will use
squares to cover objects for which they have determined perimeter.
 Those pairs of students will also complete the Brainpop, Jr. perimeter handout.
Students will complete Step 1 of the Easter Bunny activity. They will use perimeter to figure out the
Easter Bunny, Bella’s route.
During the initial phases of this lesson, students will be formatively assessed in an ongoing manner by
observation and listening to their explanations and interactions. All activities will be used for formative
assessment. The Easter Bunny activity will be used as the summative assessment for the lesson
Student Products:
 Brain POP Jr. handout

 Math Dot Paper – Perimeter
 Bella’s Route
iXl will be used for Extension.

Sheppard Software will be used for Remediation.
Students in need of additional assistance as noted by formative ongoing assessment will be given
individualized instruction and remediation. If needed, they will be directed to the remediation activity.
They will be placed with an advanced learning student in heterogenous pairs. Those in need of an
additional challenge will be paired with those who are not advancing as quickly. They will be given access
to extension activities.
This lesson uses flexible heterogenous paired activities to differentiate. Students use games and hands
on manipulatives to measure perimeter. They view a video for visual arts integration. Students will also
have access to technology for extension and remediation.
Resources
60. White boards
61. Dry erase markers
62. Erasers
63. Pencils
64. Dot paper
65. Quick Check 13-6 (Pearson Education, Inc. 2016)
66. Helping Hands Center Activity 13-6 (Pearson Education, Inc. 2016)
67. Brain POP Jr. activity (2017)
68. Easter Bunny and Bella activity
69. Colored squares
21. Computers
22. Internet access
16. https://jr.brainpop.com/math/measurement/perimeter/
17. https://www.ixl.com/math/grade-2/perimeter
18. http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesShoot.htm
Lesson Overview
Grade Level: 2nd
Subject Area: Mathematics - Area
Time Allotment: Two 1 ½ hour class periods

Short Description:
expand on the attribute of length and perimeter to include area. After a Problem of the Day reviewing
length, they will watch a BrainPOP Jr. video on area. They will work in pairs to complete activities
involving area. Finally, they will complete a performance assessment involving area.
Standards

ruler. (a)
How might you use units of length to find the area of an object or area?
When might you need to figure the area of an object or area?
What convinced you that being able to figure area was important?
Vocabulary
Area
Square unit
Procedures
After the Question of the Day which will present a review of length and different units, students will
watch a BrainPOP Jr. video on area. They will have a minilesson on area and square units and then use dot
paper to create different problems for their classmates to solve for area.
Rationale:
“Just like in the Brainpop Jr. video, there will be many times when we need to figure area. We have
learned that we will need to be able to measure length all of our lives. We will also use the skills of
figuring perimeter and area our whole lives. Some examples are knowing how much fabric to make a
blanket, how much paint to paint a wall, or how much paper to cover a table. There are countless reasons
we may need to know about area.”
 Students will work in pairs to solve problems involving area by completing Quick Check 13-7.
 Next, they will complete Look and See Center Activity 13-8 involving area, also in pairs.
 Project Enrichment 13-7 on the Smart Board and discuss the concept of the same area with
different shapes. Students will then use squares to create Same Area, Different Shapes working
in pairs. They will draw an example on dot paper.
Students will complete Step 2 in the Easter Bunny and Bella activity for the Evaluate Phase of this lesson.
The lesson will close with a summary of area including the topic of having the same area, but different
shape.
assessment. Step 2 in the Easter Bunny and Bella activity will serve as summative assessment.
Student Products:
 Quick Check 13-7

 Dot Paper activity
 Step 2 Easter Bunny and Bella

This lesson uses flexible heterogenous paired activities to differentiate. Students use games and hands
on manipulatives to measure perimeter. They view a video for visual arts integration. Students will also
have access to technology for extension and remediation.
Resources
1. White boards
2. Dry erase markers
3. Erasers
4. Pencils
5. Dot paper
6. Easter Bunny and Bella activity
8. Center Activity 13-8 (Pearson Education, Inc. 2016)
9. Enrichment 13-7 (Pearson Education, Inc. 2016)
10. Blue squares
1. Computers
2. Internet access
1. https://jr.brainpop.com/math/measurement/area/
Lesson Overview
Grade Level: 2nd
Subject Area: Mathematics – Perimeter and Area
Time Allotment: One 1 ½ hour class period

Short Description:
expand on measuring perimeter and area. They will use hands on manipulatives and work in pairs to
complete activities involving both perimeter and area. Students will complete a Dog Yard Project for
summative assessment of both area and perimeter.
Standards

ruler. (a)
How might you use units of length to find the perimeter and area of an object or area?
When might you need to figure the perimeter or area of an object or area?
What convinced you that being able to figure perimeter and area are important?
Vocabulary
Perimeter
Area
Square unit
Procedures
Students will be presented with a Problem of the Day using a dot grid with a shape drawn. They will work
out the problem on their own dot paper and then the class will discuss answers. Students will watch
YouTube “Perimeter Around the Area” by the Bazillions.
Rationale:
“Just like we have learned this week, there are many times in our lives when we will need to be able to
figure out the perimeter or area of a place or an object. Whether we are artists, parents, college
students, or electricians or painters, we will need to be able to figure out area and perimeter. Today we
will get more practice figuring area and perimeter.”
 After the Question of the Day and the YouTube video, students will use Cheezits crackers in
groups to complete Area and Perimeter. They will work in heterogenous groups of 3 or 4 based on
their tables. During this time, formative assessment will occur by observing each group.
 Students will complete Quick Check 13-8. This expands on the topics of area and perimeter using
word problems.
 If needed, students will complete Enrichment 13-8 and Practice 13-8 using square tiles as hands
on manipulatives.
 If needed, students will complete Perimeter and Area Worksheet for more practice. *This sheet
can also be used for remediation.
Students will complete Dog Yard. This activity has students using grid paper to create a yard for a dog
which contains his house, bowl, bone, and room to run. The students create the yard on grid paper and
then calculate the area and perimeter of the Dog Yard.
assessment. The Dog Yard activity will be used as the summative assessment for the lesson. Final
evaluation of this lesson will occur on the unit test.
Student Products:
 Dot paper
 Area and Perimeter Cheezits activity
 Quick Check 13-8 (Pearson Education, Inc. 2016)
 Enrichment 13-8 (Pearson Education, Inc. 2016)
 Practice 13-8 (Pearson Education, Inc. 2016)
 Perimeter and Area Worksheet (scrappindoodles.com)
 Area & Perimeter Dog Yard

This lesson uses flexible heterogenous paired and group activities to differentiate. Students use hands
on manipulatives and a visual arts project to explore perimeter and area. They view a video for visual arts
integration. Students will also have access to technology for extension and remediation.
Resources
11. Pencils
12. Dot paper
13. Cheezits crackers
14. Problem of the Day 13-6 (Pearson Education, Inc. 2016)
15. Area and Perimeter Cheezits activity
17. Practice 13-8 (Pearson Education, Inc. 2016)
18. Perimeter and Area Worksheet (scrappindoodles.com)
19. Area & Perimeter Dog Yard
20. Scissors
21. Glue sticks
22. Crayons or markers
3. Computers
4. Internet access
6. https://youtu.be/qU8aWpRd6Qw

Math Measurement Unit - All Lesson Plans

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Old Dominion University

Lesson Author: Dorothy Fannin Date: February 27, 2019

Grade Level: 2nd

Subject Area: Mathematics – Measurement, Attributes

Time Allotment: Two hours

2.8 The student will estimate and measure

Enduring Understandings/Essential Knowledge:

How can you describe the attributes of measurement?

Techniques and Activities:

Lesson Closure: Evaluate Phase

 Animal Measurement booklet

Use iXl for remediation.

Accommodating for Special Learners:

Materials and resources needed for this lesson

Lesson Author: Dorothy Fannin Date: February 28, 2019

Grade Level: 2nd

Subject Area: Mathematics – Measurement, Estimating Length

Time Allotment: Two hours

2.8 The student will estimate and measure

Enduring Understandings/Essential Knowledge:

How can you describe the attributes of measurement?

Techniques and Activities:

Lesson Closure: Evaluate Phase

 Practice 13-1 Thinking About Attributes

Use iXl for remediation.

Accommodating for Special Learners:

Materials and resources needed for this lesson

Lesson Author: Dorothy Fannin Date: March 4, 2019

Grade Level: 2nd

Subject Area: Mathematics – Measuring Length in Inches

Time Allotment: One 1 and ½ hour class period

2.8 The student will estimate and measure

Enduring Understandings/Essential Knowledge:

In what ways can you measure the length of an object?

Techniques and Activities:

Lesson Closure: Evaluate Phase

 Measuring with a Ruler

Use iXl for remediation.

Accommodating for Special Learners:

Materials and resources needed for this lesson

Lesson Author: Dorothy Fannin Date: March 4, 2019

Grade Level: 2nd

Subject Area: Mathematics – Measuring: Inches, Feet and Yards

Time Allotment: One 1 and ½ hour class period

2.8 The student will estimate and measure

Enduring Understandings/Essential Knowledge:

In what ways can you measure the length of an object?

Techniques and Activities:

Lesson Closure: Evaluate Phase

 Lesson 12-3: Inches, Feet, and Yards (pages 705-706)

Use iXl for remediation.

Accommodating for Special Learners:

Materials and resources needed for this lesson

Lesson Author: Dorothy Fannin Date: March 4, 2019

Grade Level: 2nd

Subject Area: Mathematics – Measuring: Centimeters and Meters

Time Allotment: One 1 and ½ hour class period

2.8 The student will estimate and measure

Enduring Understandings/Essential Knowledge:

In what ways can you measure the length of an object?

Techniques and Activities:

Lesson Closure: Evaluate Phase

 Reteaching 13-3 Measuring Length Using Non-Standard Units