UbD STAGE 1

Name: Lesley Righetti Unit Title: Measurement Mania! Grade Level: 2nd Grade Unit Duration: 2 3 Weeks CCSS: 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.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 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.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. CCSS.Math.Content.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

STAGE 1 - Desired Results: Students will understand that: They can use different types of units to measure objects. Why it is important to measure objects using different tools of measurement. Different units will change a measurement. It is important to estimate a measurement before physically measuring that object. Line plots can help us share data. Number lines are useful in solving math problems. It is important to organize and graph data. Essential Questions: How can we decide on appropriate units of measurement (i.e. inch, foot, yard, centimeter, meter, seconds, minutes, hours, days)? Why is it important for us to know how to measure different objects using different tools of measurement? How can we tell if an estimate is reasonable? How does using a different unit change our measurement? Why do we need to be able to estimate a measurement or value? Why is it important for us to know how to measure different units of measurement? How does a line plot help me share my data? How can using a number line help us when we are solving math problems? Why is it important to be able to organize and graph data? Students will be able to: Measure items using standard and nonstandard units. Distinguish which unit is appropriate for a certain measurement. Predict a length of an object before measuring. Justify if their estimate is reasonable. Relate different units of measurement to one another. Explain why it is important to use a standard unit of measurement. Develop line plots and bar graphs to organize data.

Students will know: Measurement is a consistent duration and distance. The length of objects can be measured using customary units (inch, foot, yard). The length of objects can be measured using Metric units (centimeter, meter). Relationships of one unit to another may be compared by measuring an object with each unit. For example: something that measures 17 inches could also be expressed as 1 foot 5 inches. A reasonable estimate is one that is close to the actual measurement. An inch or centimeter would be a good unit to measure small items such as the length of a pencil. A yard or meter would be an appropriate unit to use when measuring the length of a large item, such as the classroom. A ruler, yardstick, and a meter stick are special types of number lines (they show fractions, too). A ruler, yardstick, and a meter stick are tools used for linear measurement. Line plots are useful tools for collecting data because they show the number of things along a numeric scale. A number line has evenly spaced points corresponding to the numbers.

UbD STAGE 2 Formative Assessment(s): Footprints on a Rug Lesson 2 Word Problems Lesson 8 Lizards Everywhere! Lesson 9 Formative Assessment Questions Throughout Unit:
Homemade Rulers & Gummy Worm Stretch1. What would happen if we measured using segments, but we did not put the segments end to end? 2. What would happen to your ruler if you did not attend to precision when we create our homemade rulers? What if we didnt cut or glue carefully? Would our rulers be a reliable tool? Footprints on the Rug1. How can I remember the length of an inch using an inch benchmark? My Big Feet1. Will we get the same answer if we measure a length in a different unit? Why? 2. How do we line up our rulers to measure correctly? 3. Why is it important for us to know how to measure different objects using different tools of measurement? 4. Why is it important for us to know how to measure different units of measurement? 5. Is there a time when you could use a nonstandard unit of measure? Snails and Lizards1. What are things you would measure in inches, feet, and yards? Kangaroo Jumps1. How do I know if an estimate is close to the actual measurement? 2. Why do we need to be able to estimate a measurement or value? 3. How do you organize the data from your jumps? 4. How do you use a line plot? What can you tell using your line plot. Measurement Line Plot1. What can you tell me about the information on your graph? 2. Why does the shape of the data look the same on both the inch and the centimeter plots?
Summative Assessment: Exam: Attached below.

Name: _______________________________________ Date:___________________________ 1. Measure the following items from your table in inches and centimeters: Item Measurement in Inches Measurement in Centimeters A B C D 2. Find the difference between Item A and Item B in Inches:

3. Find the difference between Item B and Item D in Centimeters:

4. Why do we need more centimeters than inches to measure the same thing? ______________________________________________________________________________ ______________________________________________________________________________ 5. Draw a bed that is 3 inches wide by 6 inches long:

6. Graph the Actual Measurements Below on the bar graph. Ocean Animal Length 10 feet Sting Ray 7 ft. 9 feet Sea Turtle 5 ft. 8 feet Boxed Jellyfish 10 ft. 7 feet Pufferfish 2 ft. 6 feet How much longer is the Boxed 5 feet Jellyfish than the Pufferfish? 4 feet 3 feet _________________________ 2 feet How long are the Sting Ray 1 feet and Sea Turtle combined? 0 feet Sting Ray Sea Turtle _________________________

Boxed Jellyfish

Pufferfish

7. A lizard was 10 inches long. Now it is 25 inches long. How much did the lizard grow?

8. A baby zebra was 47 centimeters tall. Another young zebra was 68 centimeters tall. How much shorter was the baby zebra?

9. A building is 40 feet tall. A bus near the building is 23 feet tall. How much taller is the building than the bus?

10. Kaden is 48 inches tall. Josiah is 13 inches taller than Kaden. How tall is Josiah?

UbD STAGE 3

Pacing Guide
Lesson Name Homemade Rulers Gummy Worm Stretch! Footprints on the Rug My Big Feet Content Addressed Linear Measurement Line Plots Linear Measurement Linear Measurement Standards CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.A.4 CCSS.Math.Content.2.MD.D.9 CCSS.Math.Content.2.MD.A.2 CCSS.Math.Content.2.MD.A.3 CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.A.2 CCSS.Math.Content.2.MD.A.3 CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.D.10 CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.A.2 CCSS.Math.Content.2.MD.A.3 CCSS.Math.Content.2.MD.A.4 CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.B.5 CCSS.Math.Content.2.MD.D.9 CCSS.Math.Content.2.MD.D.10 CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.D.9 CCSS.Math.Content.2.MD.B.5 CCSS.Math.Content.2.MD.A.1 CCSS.Math.Content.2.MD.D.9 Mathematical Practices 1, 4, 5, 6

1, 2, 5, 6 1, 2, 3, 5, 6, 8

Ocean Animals Measurement (2 Days) Snails and Lizards

Linear Measurement Graphing Linear Measurement

1, 2, 5, 6, 8 1, 3, 5, 6

Kangaroo Jumps (2 Days)

Linear Measurement Line Plots

1, 2, 6, 7

Measurement Line Plot

Word Problems (2 Days) Lizards Everywhere

Linear Measurement Data Collection Line Plots Linear Measurement Linear Measurement Data Collection Line Plots

1, 4, 6, 7

1, 2, 6 1, 5, 6, 7

Summative Assessment

Lesson Plan for: Math Measurement-L1 Homemade Rulers & Gummy Worm Stretch Date: 3/3/2014
Benchmarks/Core 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.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.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. Objectives: SWBAT: -Measure the length of an object in inches. -Determine how much longer one object is than another. -Generate a whole class data driven line plot to represent the difference in length of gummy worms. Materials: -blank paper rulers -inch sections in two colors -scissors -glue -standard inch rulers -gummy worms Anticipatory Set: Hold up a ruler and ask students to describe it. Direct Instruction: Part #1: 1. Hold up a ruler and ask: How would you describe this? (It has straight edges, it has marks and numbers.) 2. Ask: What do people use rulers for? (people use rulers to measure, to draw straight lines, and to draw lines of specific lengths.) 3. Ask: What else have you seen or used that looks like this ruler? (yardstick, meter stick, measuring tape.) 4. Draw a line segment on the board that is equal to two pencil lengths. a. If I measure this line with my pencil and tell you that it is two pencils long, will you know the length of the line in inches? (No, we dont know the exact length of your pencil.) 5. Today we are going to make our own rulers. a. To make a ruler, give each student one 10 inch strip of paper as the base of the ruler. The strip should be about half as wide as it is long in order for students to see which way their inch segments should be glued on. b. Give each student ten one-inch segments. Five should be of one color and five of another. They will later be glued on to the ruler in an AB pattern so that the inch delineations are clear to students. c. After cutting out the segments have students use the segments to measure items in the classroom.

d. Discuss why they need to place the segments end-to-end without gaps in order to accurately measure length. Ensure students line up the end of the segments with the end of the item being measured. e. After students have had an opportunity to explore measuring with the segments, have students glue on the strips end-to-end so that there is no overlap and there are no gaps. Be sure to alternate the colors so that the length of the units stands out. 6. Discuss how to measure using your homemade ruler. a. Ensure students line up the end of their ruler with the end of their object. b. Discuss counting the spaces inside of the marks opposed to counting the lines if they are having problems. c. Have students measure the same items with their homemade rulers. Discuss which method was easier, using the segments each time or using the ruler. 7. Have students compare their homemade ruler with a standard ruler. You can have your students write in the number of units. Formative Assessment Questions 1. What would happen if we measured using segments, but we did not put the segments end to end? 2. What would happen to your ruler if you did not attend to precision when we create our homemade rulers? What if we didnt cut or glue carefully? Would our rulers be a reliable tool? 3. How can I remember the length of an inch using an inch benchmark? Part #21. Discuss how to measure using your homemade ruler. Ensure students line up the end of the gummy worm with the end of their ruler. a. Measure the length of a gummy worm using your ruler. b. Stretch your gummy worm as far as you can without it breaking. c. Measure the stretched gummy worm. d. What is the difference in length between the original and stretched gummy worm? e. Record your findings. 2. Create a line plot that shows the difference in length between the unstretched and stretched gummy worms for the entire class. 3. What does this line plot tell us? What do you notice about it? Extension 1. Challenge students to find other ways to measure their un-stretched gummy worm. What if they started at the 4th unit? Would the gummy worm be getting longer? How can they prove that the gummy worm is still the same size? 2. Have students use their 10 inch rulers to measure items longer than 10 inches. Have students discover that their ruler can be used to measure one part, the end can be marked, and the ruler can be picked up to measure another part. 3. Students can use the same procedures to make centimeter rulers or to make longer rulers. After the activity, student rulers can be added together to make yard sticks. Students can mark off every 12 inches and cut their yardstick off at 36 inches. 4. Students can add the length of their gummy worms either un-stretched or stretched together. 5. Students can compare the length of their gummy worm to the length of other students gummy worms. Checking Understanding: 1. What would happen if we measured using segments, but we did not put the segments end to end?

2. What would happen to your ruler if you did not attend to precision when we create our homemade rulers? What if we didnt cut or glue carefully? Would our rulers be a reliable tool? 3. How can I remember the length of an inch using an inch benchmark? Guided Practice: Guided practice will occur through the creation of the ruler and the measurements that are taken on the first day. Closure: Ask formative assessment questions to check for understanding at the end of the unit. Independent Practice: Independent practice is done through the gummy worm stretch activity in part 2. Self Reflection/Evaluation: Adapted From: http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html Teaching Student-Centered Mathematics by Van de Walle, Lovin, Karp, and Bay-Williams, pages 285-286.

Name: ________________

Number: ____________

Gummy Worm Stretch!

What is the length of your gummy worm before it is stretched? ______________ What is the length of your gummy worm after it is stretched? What is the difference between these? ______________

_____________________

Write an equation below to show how you figured this out:

Plot our class data below on the line plot:

Lesson Plan for: Math Measurement-L2 Footprints on the Rug Date: 3/4/2014
Benchmarks/Core Standards: CCSS.Math.Content.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. CCSS.Math.Content.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision Objectives: SWBAT: -Differentiate that when measuring the same item with different units they will have different results. -Measure in centimeters and inches. -Explain why they need more centimeters than inches to measure an object. Materials: -Inch ruler or inch squares -Centimeter ruler or centimeter Squares -Items to measure -Footsteps on the Rug Task Sheet -Measurement with Different Units Task Sheet Anticipatory Set: The Footprints on the Rug task sheet hooks them into the idea of larger and smaller units that will then lead to the idea of measuring with inches and centimeters. Direct Instruction: 1. Provide students with a copy of the Footprints on the Rug task sheet. Have them work independently to wrestle with the task and how they will explain the concept. If students are struggling have them work with a partner. 2. Pull the whole class together to discuss the task. Some students will have gotten the answers incorrect. Either they did not specifically answer the questions about the whole rug or they may still have difficulty reasoning that Dad will need to take fewer steps. 3. Ask: Will we get the same answer if we measure a length in a different unit? Why? 4. Have students estimate the lengths of different objects in centimeters and inches. 5. Distribute rulers with inches and centimeters to measure classroom items. 6. Record the measurements and findings on the Measuring with Different Units sheet. 7. Ask students why we need more centimeters than inches when we are measuring the same thing. Have a discussion about the different units and why that might be.

Checking Understanding: -Will we get the same answer if we measure a length in a different unit? Why? -Walk around to make sure students are measuring the items correctly. Do they have more centimeters than inches in their final measurements? Guided Practice: Guided practice is done after the completion of the first page of the worksheet. We will go over the answers together as a class to try to answer the questions and make sure students understand the concept of different units of measurement and why they will get different answers. Closure: Come back together to ask students why we need more centimeters than inches when we are measuring the same thing. Have a discussion about the different units and why that might be. Independent Practice: Students will complete the first page of the Footsteps on the Rug worksheet on their own. They will also complete the second page on their own independently measuring the different items around the room. Self Reflection/Evaluation: Adapted From: http://www.scoe.org/files/mars-grade2.pdf

Name: _____________________ Number: ________ Footsteps on the Rug

Look at the footsteps on the rug. Dad measures the rug by counting his steps. Aaron measures the rug by counting his steps.

1. How many steps does Dad need to take to walk across the whole rug? _______________

2. How many steps does Aaron need to take to walk across the whole rug? _____________

3. Who has to take more steps to walk across the whole rug? ______________________________________ Why? ______________________________________

4. If Dad and Aaron each took 6 steps, who would walk farther? _____________________________________

Explain how you know. ______________________________________ ______________________________________

Measuring with Different Units

Use a ruler to measure items to the nearest inch or centimeter. Items Length in Inches (in.) Length in Centimeters (cm.) 25 cm.

Example: Length of iPad Pencil Top of Your Desk Height of a Bookshelf Bottom of a Door Pick your Own: Pick your Own:

10 in.

Why do we need more centimeters than inches to measure the same thing?
______________________________________________________________________________

______________________________________________________________________________

Lesson Plan for: Math Measurement-L3 My Big Feet Date: 3/5/2014

Benchmarks/Core 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.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. CCSS.Math.Content.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. Objectives: SWBAT: -Estimate a measurement or value. -Measure objects using different units of measurement. Materials: How Big Is a Foot? by Rolf Myller Paper: about 3 feet by 4 or 5 feet piece for each group Pencils or markers Rulers Anticipatory Set: The problem that the king and the apprentice had in order to create a bed for the queen. Direct Instruction: 1. Tell students the story of the king who wants his carpenter to make a bed for his queen, but it is a challenge to make sure the bed is the right size and to figure out what to measure it with. 2. What questions would the apprentice have to ask the king in order to make the bed? Create a list. Discuss the things that have to happen in order to measure a bed. For example: a. Is it for an adult or a child? b. Is it for 1 person or 2 people? c. Is the person big or small? d. Do they sleep diagonally or vertically? (The bed has to be longer than the person is tall and wider than the person is, etc.). e. What would you estimate is the length and the width of your bed at home, what would you use to find this out? How did you come up with your estimate? f. What other questions would you want to ask?

3. Read the book, How Big Is a Foot? to the students. Tell students that they will have the chance to explore some of the things that happened in the story with their classmates. 4. Ask students: Why was the bed created by the apprentice not what the King expected? 5. Have students work in small groups to create a bed using a 12 inch ruler. This is a good time to demonstrate how to appropriately measure. Expose students to rulers that begin at zero and rulers that leave a small space before zero. This is not to mislead students, but rather to keep them from creating misconceptions that all rulers begin at the edge. See the Background Knowledge portion for further explanation. 6. Each group will create a bed that is 6 feet long and 3 feet wide. Once each has created their bed, hang all the beds at the front of the room to compare. Checking Understanding: Walk around to make sure the groups are all measuring correctly. Ask formative assessment questions. Formative Assessment Questions: 1. How do we line up our rulers to measure correctly? 2. Why is it important for us to know how to measure different objects using different tools of measurement? 3. Why is it important for us to know how to measure different units of measurement? 4. Is there a time when you could use a nonstandard unit of measure? Guided Practice: Demonstrate the correct way to measure. Expose students to rulers that begin at zero and rulers that leave a small space before zero. Demonstrate different ways of measuring that would be incorrect and have them tell you why it is wrong. Closure: Have students walk around to see if all of the beds look the same. Facilitate a discussion of why they are all the same. Independent Practice: This will be done during the creation of each students bed. Self Reflection/Evaluation: Adapted From: http://illuminations.nctm.org

Lesson Plan for: Math-Measurement- Ocean Animal Measurement! Date: 3/6/2014 3/7/2014
Benchmarks/Core 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.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 5. Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. Objectives: SWBAT: -Measure the lengths of objects in feet using rulers. -Draw a bar graph that represents data collected. Materials: -Tape -Ocean Animals Measurement Worksheet -Rulers -Blank Bar Graph Worksheet -iPad/QR Code App -Markers Anticipatory Set: Students will lay down head to toe to see if they are as large as a blue whale 100 ft. Direct Instruction: 1. Teacher will mark the lengths of five ocean animals in the hall or room using tape to show beginning of animal and another showing where animal ends and labeled with letter before class. Animals to measure: A. Orca - 32 ft. B. Bottlenose Dolphin - 12 ft. C. Great White Shark- 19 ft. D. Sting Ray 7 ft. E. Sea Turtle 5 ft. F. Box Jelly Fish 10 ft. G. Ochre Sea Star: 1 ft. H. Sun Fish 6 ft. I. Pufferfish 2 ft.

J. Swordfish 8 ft. K. Giant Octopus 27 ft. 2. We have been Diving into Reading and have been discussing a lot of different ocean animals recently. Today we are going to relate what we have been doing in measurement to our ocean theme. The first thing that we are going to do is see if our entire class is as large as a blue whale. We are going to be going into the hallway so we have to be extra quiet; you will have the opportunity to earn double I-Spys if you are completely silent in the hallway so we do not disturb the other classes. If I have to tap you on the shoulder while we are in the hallway you will not be earning your I-Spys. You will get your I-Spys at the very end of the lesson. 3. Have students lay down head to toe in the hallway to see if they are as large as a blue whale. Show them where they ended up and how long the Blue Whale actually is. 4. Go back into the classroom and sit on the rug. 5. You will be working in your measurement groups to find the lengths of the mystery ocean animals that have been taped off and marked with different letters. 6. While working in groups there will be three different jobs that you will rotate through. You will have to measure each length twice to make sure that your measurements are accurate. The first person in your group will measure the first time, the second person will measure the second time, and the third person will record the data on all three of your data sheets. You will rotate when you switch animals. Each group will get two rulers. Remember that when we measure we must start at 0; not all of our rulers start at 0 and be sure to place your ruler end to end without gaps in between so that your measurements are accurate. You will be measuring to the nearest foot. There are 11 animals placed around the room and in the two work rooms and 9 groups so there will always be an open station that you can rotate to. When you are working in your groups you must be very quiet, voices at a level 2; you do not want the other groups to hear your measurements it is a secret and you dont want to spoil it for them. 7. Have students go off in their groups to measure the animals and record data. 8. When groups are finished they will come to me to scan the QR Code to find out which animals they measured and record that on their sheets. 9. If students finish early then can continue to measure additional ocean anima ls that they didnt measure initially around the room. 10. A class discussion about results of the measuring activity follows. Talk about the different measurements they got for each of the animals and talk about what was difficult for them or why some of the measurements may be different. Day #21. Have students create bar graphs with the data they collected from their measurements. They will then create questions relating to their bar graphs and solve them. 2. Create QR codes leading to the questions answers. Checking Understanding: This will be done in the follow up discussion about the different measurements as well as during the instructional time when questioning the proper ways to use a ruler. Guided Practice: This is done through explanation of how we use a ruler; this has also been explained in previous lessons.

Closure: Whole group discussion will be conducted about the measurements that they found compared to the actual measurement of the animal and why these may not be the same. Independent Practice: This is done during measurement time; although they are working in groups they are individually measuring and then being double checked by their group members to ensure that they are measuring correctly. Self Reflection/Evaluation:

Name: _____________________________
Directions:

Date:________________

Ocean Animal Measurements

1. Measure each taped out length twice. 2. Record each measurement on this worksheet. 3. Scan the QR code to find out the measurements for different animals.

Measurement #1 A B C D E F G H I J K

Measurement #2

Which ocean animal is this?

Name: __________________________________ Ocean Animal Measurements

Ocean Animal

10

12

14

16

18

20

22

24

26

28

30

32

34

Length (feet)
Scan for the answers!

1. _________________________________________________________________________________

_________________________________________________________________________________

2. _________________________________________________________________________________

_________________________________________________________________________________

Lesson Plan for: Math Measurement-L5 Snails and Lizards Date: 3/10/2014
Benchmarks/Core 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.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 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. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 5. Use appropriate tools strategically. 6. Attend to precision. Objectives: SWBAT: -Measure objects in inches, feet, and yards. -Express the length of an object in more than one way. Materials: Twelve Snails to One Lizard by Susan Hightower 28 twelve-inch rulers 9 yard sticks Is it an inch, foot or yard? worksheet. Anticipatory Set: Read the book Twelve Snails to One Lizard by Susan Hightower. Direct Instruction: 1. Read Twelve Snails to One Lizard by Susan Hightower to the class. 2. Discuss the problem that we had in the previous lesson about the kings foot and why they ended up with the wrong sized bed. Students should respond with the feet being different sizes so they didnt know how large to make it. 3. Have students compare a ruler, a one inch cube, and a yardstick to come up with the relationship between the three. 4. Show students a yardstick and a ruler. Ask how many feet are in one yard. Ask how they know and have a student come up to show how they figured it out. Will there always be three feet in one yard? Discuss how they know this. 5. As a class generate a list of items that they think are one inch long, one foot long, and one yard long. 6. Have students break into their measurement groups. Have them find items that are equal to one inch, one foot, and one yard. Then have them find items that are shorter then each of these and longer then each of these. They should record their findings on the Is it an inch, foot or yard? worksheet. 7. Send students off to find an item that is longer than one yard and have them record their measurement to the nearest inch. For this large object, they should record their measurement in more than one way, yards and inches, yards and feet, or inches and feet. 8. Have students record which item is larger on their worksheet. 9. Call students to the rug to talk about the different items they found and how they compare with one another.

Checking Understanding: Make sure students are measuring correctly throughout their independent exploration. Formative Assessment Questions: -What are things you would measure in inches, feet, and yards? Guided Practice: Have students come up with a list of items that they think are about one inch, one foot and one yard. Demonstrate finding items that are equal to, shorter than, and longer than these lengths. Closure: Call students to the rug to talk about the different items they found and how they compare with one another. Independent Practice: Students will measure and complete worksheet independently. Self Reflection/Evaluation: Adapted From: https://www.georgiastandards.org/CommonCore/Common%20Core%20Frameworks/CCGPS_Math_2_Unit3FrameworkSE.pdf

Name: ______________________________ Is it an inch, foot or yard?

Measurement 1 inch 1 foot

Date:_____________

1 yard

Approximately

Shorter

Longer

1. Measure the two objects that are longer than one yard. Measure the item in more than one way (in inches, feet, or yards.) Item Name: ____________________________________________________________________ Measurement #1: ___________________________ #2: ___________________________

Item Name: ____________________________________________________________________ Measurement #1: ___________________________ 2. Which item is larger? #2: ___________________________

__________________________ Item #1

____________ (<, >, =)

____________________________ Item #2

Lesson Plan for: Math Measurement-L6 Kangaroo Jumps! Date: 3/11/2014 3/12/2014
Benchmarks/Core 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.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. CCSS.Math.Content.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. 7. Look for and make use of structure. Objectives: SWBAT: -Measure jumps in inches and feet. -Estimate how far they can jump in inches and feet. -Calculate the difference between their estimation and their actual jump. Materials: -Rulers -Kangaroo Jumps Worksheet -Masking Tape -Book about Kangaroos Anticipatory Set: Read a book about kangaroos to the students. Afterwards, explain to them, Today we will do some jumping like the kangaroo! Direct Instruction: 1. Read Kangaroo book to the students and demonstrate how you want them to estimate, jump and measure their jumps in both inches and feet. 2. Ask students why we need to know how to estimate a measurement or value? a. Estimation helps develop familiarity with the specific unit of measure being used. To measure the length of a shoe, knowledge of an inch or a centimeter is important so that one can approximate the length in inches or centimeters. 3. Explain to the students they are going to measure their jumps from a standing position five times. Have students work in their measurement groups and estimate and record their measurements. 4. Call the students together to discuss how they might figure out the differences between their estimates and jumps. Model how to do this with made up data.

5. Have a discussion about how they calculated their differences and have some students come up and share their work with the entire class. Checking Understanding: Walk around to the different groups to make sure they are measuring correctly. Formative Assessment Questions: How do I know if an estimate is close to the actual measurement? Why do we need to be able to estimate a measurement or value? How do you organize the data from your jumps? How do you use a line plot? What can you tell using your line plot. Guided Practice: Guided practice is done through modeling how to estimate, jump and measure at the beginning of the lesson. This is also done through modeling how they would find the differences between their estimates and jumps. Closure: Have students share some of their measurements and calculations with the entire class and discuss how they did. Independent Practice: Independent practice is done while students are measuring their individual jumps and calculating their differences. Self Reflection/Evaluation:

Name __________________________ Date ____________ Kangaroo Jumps!

# Jump 1 2 3 4 5 Estimate Before Jumping inches/feet Actual Measurement of Jump in Inches Actual Measurement of Jump in Feet

/ / / / /

1. My estimate for Jump 1 was: ______. The actual jump measured in inches: _______. Write a number sentence comparing the estimate and the actual jump: _______________________________________________________________________ 2. My actual jump for Jump 3 in feet measured: _____. My actual jump for Jump 5 in feet measured: _______. Write a number sentence comparing your two jumps: _______________________________________________________________________ 3. My estimate for Jump 2 was: ______. The actual jump measured in feet: ________. Write a number sentence comparing the estimate and the actual jump: _______________________________________________________________________ 4. My actual jump for Jump 4 in inches measured:______. My actual jump for Jump 4 in feet measured: ________. Which one is larger? ___________________. Explain why: _______________________________________________________________________ _______________________________________________________________________

Name: ___________________________ Jump 1 2 3 4 5 Estimate 3 ft. 4 ft. 5 ft. 4 ft. 3 ft.

Date:__________________ Actual 5 ft. 7 ft. 4 ft. 6 ft. 6 ft.

Plot your data and write a number sentence for each jump to find the difference: Jump #1:

Number Sentence: ___________________________________________________

Difference: _________________________________________________________ Jump #2:

Number Sentence: ___________________________________________________

Difference: _________________________________________________________

Jump #3:

Number Sentence: ___________________________________________________

Difference: _________________________________________________________ Jump #4:

Number Sentence: ___________________________________________________

Difference: _________________________________________________________ Jump #5:

Number Sentence: ___________________________________________________

Difference: _________________________________________________________

Lesson Plan for: Math Measurement-L7 Measurement Line Plot Date: 3/17/2014
Benchmarks/Core 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.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure. Objectives: SWBAT: -Generate measurement data by measuring objects in inches and centimeters. -Create a line plot from their data. Materials: -Measurement Line Plot Worksheet -Ruler -Pencil Anticipatory Set: Have a group discussion about the previous work they have been doing in our measurement unit and have students demonstrate the correct way to measure items. Direct Instruction: 1. Gather the students on the classroom rug and discuss previous lessons on measuring. 2. Ask a child to remind the class about using a ruler and the correct way to measure items. 3. Students will be measuring 10 items that are smaller than their ruler. Students should measure items in both centimeters and in inches. 4. After students have completed measuring their items, call them to the rug to discuss how you would create a line plot with their data. 5. Call students up to the board to demonstrate how they would plot data onto a line plot. 6. Have students plot their data independently on two separate line plots when they have finished measuring. 7. Once students have completed their line plots facilitate a discussion about why their line plots will look the same or very similar for both inches and centimeters. Checking Understanding: Formative Assessment Questions: What can you tell me about the information on your graph? Why does the shape of the data look the same on both the inch and the centimeter plots? Guided Practice: Guided practice is done through modeling of the correct way to measure items as well as with how to plot their measurements on a line plot.

Closure: Facilitate a discussion about why their line plots will look the same or very similar for both inches and centimeters. Independent Practice: Independent practice is done while students are measuring items in the room as well as their individual line plots that they create from that data. Self Reflection/Evaluation:

Name: ________________________________________ Measurement Line Plot

Item Measurement in Inches

Date: _____________

Measurement in Centimeters

Plot your measurements in Inches:

10

11

12

13

Plot your measurements in Centimeters:

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Lesson Plan for: Math Measurement-L8 Word Problems Date: 3/18/2014 3/20/2014
Benchmarks/Core Standards: CCSS.Math.Content.2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 6. Attend to precision. Objectives: SWBAT: -Solve word problems involving lengths. -Set up a number sentence showing how they got to their answer. Materials: -Word problem worksheets. -iPad Anticipatory Set: Call students to the rug to practice some word problems together before they go off to work on their problems on their own. Direct Instruction: Day 1: 1. Call students to the rug to practice some word problems together before they go off to work on their problems on their own. 2. Have students work independently to solve word problems that are related to measurement. Day 2: 1. Work as a class to discuss some of the problems that they had the first day and to work on some word problems as a whole group. 2. Check students understanding through their independent completion of the second worksheet. Checking Understanding: Check for understanding through group modeling as well as with answers to the first days worksheet. Guided Practice: Guided practice is done through modeling sample word problems as a whole group. Closure: Discuss answers to the word problems on the second day to correct any further misconceptions and errors.

Independent Practice: Independent practice is done through the completion of worksheets individually. Self Reflection/Evaluation:

Name: _________________________ Date: ______________ 1. A snake was 35 inches long. Now it is 57 inches long. How much did the snake grow?

2. A ribbon was 50 cm long. After I cut some off, 37 cm was left. How much did I cut off?

3. A baby giraffe was 61 inches tall. Another young giraffe was 98 inches tall. How much shorter was the baby giraffe?

4. A beaver is 15 inches long. It grows 23 inches. How long is the beaver now?

5. Ben is 48 cm tall. Mike is 13 cm taller than Ben. How tall is Mike?

6. A building is 60 meters tall. A tree near the building is 12 meters tall. How much taller is the building than the tree?

7. Malik was making a rain stick in art. He decided to paint it three different colors. He painted the bottom 13 inches red, the middle 12 inches yellow, and the top 9 inches green. How tall is the rain stick?

8. A whale is 78 feet long. A rhinoceros is 13 feet long. What is the difference in length between the whale and the rhinoceros?

Name: _________________________ Date: ______________ 1. A snake was 25 inches long. Now it is 64 inches long. How much did the snake grow?

2. A ribbon was 60 cm long. After I cut some off, 23 cm was left. How much did I cut off?

3. A baby giraffe was 57 inches tall. Another young giraffe was 86 inches tall. How much shorter was the baby giraffe?

4. A beaver is 14 inches long. It grows 27 inches. How long is the beaver now?

5. Ben is 88 cm tall. Mike is 9 cm taller than Ben. How tall is Mike?

6. A building is 70 meters tall. A tree near the building is 24 meters tall. How much taller is the building than the tree?

7. Malik was making a rain stick in art. He decided to paint it three different colors. He painted the bottom 15 inches red, the middle 18 inches yellow, and the top 6 inches green. How tall is the rain stick?

8. A whale is 98 feet long. A rhinoceros is 26 feet long. What is the difference in length between the whale and the rhinoceros?

Lesson Plan for: Math Measurement-L9 Lizards Everywhere! Date: 3/21/2014

Benchmarks/Core 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.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. Objectives: SWBAT: -Measure items in centimeters. -Create a line plot from their data. Materials: -Rulers -Lizards Everywhere! worksheet Direct Instruction: 1. This is a culminating task for the standards in the unit of measuring and using a line plot graph. 2. The students will be given a recording sheet that has graphics of lizards on it. Using a centimeter ruler the students will measure each lizard in centimeters. 3. After measuring each lizard in centimeters, the students will then use that data to create a line plot graph that displays the lizard population at the zoo. 4. Students will be required to create the line plot graph, label all parts of the graph, and also add sentences about the graph they created. Checking Understanding: Can you show me how you measured this (teacher points) lizard with your ruler? Explain to me how to use a ruler. How do you build a line plot graph? Where do the numbers on the number line of a line plot graph come from? What do you notice about your line plot graph? What do you think might challenge others when creating a line plot graph? Independent Practice: The entire task is an independent assessment before the Summative Assessment is given. Self Reflection/Evaluation

Write sentences about what you notice about your line plot. ____________________________________________________ ____________________________________________________ ____________________________________________________