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Suplimental Math Lesson - Measurement Inch-By-Inch
Suplimental Math Lesson - Measurement Inch-By-Inch
Measurement: Inch-by-Inch
Name: Katelyn Williams
Time Allotted: 40 Minutes
nd
Grade Level: 2 Grade
Subject(s): Math
Materials Required:
Inch-by-Inch worksheet
Estimation box (with something in it; recyclable manipulative)
Fairness Cup
KWL Chart
Pencils
Measuring tools (ruler, yard stick, measuring tape, meter stick)
Estimation directions
Objectives
Behavioral Expectations
Website: Sid Recycling Video http://pbskids.org/video/?category=Science&pid=TUmOlfBGfkzTqaVD_U0nEZf_XnkK
yjkV
o This video engages students helping them to understand the value of recycling
and the importance of classifying materials. If students are struggling to
understand how to classify materials this video can help model what exactly
classifying materials looks like.
Fish Bowl
Ticket out the door (Exit Slip)
Michigan Content Expectations:
CCSS: 2.MD.A.1 - Measure the length of an object by selecting and using appropriate tools such
as rulers, yardstick, meter sticks, and measuring tapes.
CCSS: 2.MD.A.3 - Estimate lengths using units of inches, feet, centimeters, and meters.
Objective(s): A specific, measurable portion of a GLCE, HSCE, CCSS, or NGSS (may
more clearly state with Blooms taxonomy verb) including the level of proficiency.
The Learner will measure (evaluation) the length of an object by selecting and using appropriate
tools such as rulers, yardstick, meter sticks, and measuring tapes in a group by recording six out
of the eight recyclable object materials lengths on a research worksheet to demonstrate
proficiency.
The Learner will estimate (evaluation/comprehension) lengths using inches individually by
predicting the length of the ten objects of their choice on the research worksheet and recording
their predictions prior to measuring the object with 75% accuracy.
Student Friendly objective(s):
I can measure (evaluate) the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
I can estimate (evaluation/comprehension) lengths using inches.
Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you
assess that students are progressing towards or have mastered EACH objective?
Objective 1 Informal
As a group we would begin our investigation to determine how to properly measure items. I will
observe the students as they independently practice measuring a recyclable item to make sure
they understand how to use the appropriate tools.
Objective 1 Formal
The students will record their measurements on their Inch-by-Inch research form. Students are
required to record 6 of the 8 measurements in inches. I will use this form to review the students
progress and understanding of measurement.
Objective 2 Informal
To grab the students attention from the beginning I am going to ask them an inquiry based
question saying I have a box with many recyclable materials in it. Can we guess how many
there are? How can we figure it out? The students would begin to plan to make an educated
guess how many flowers are in the jar. As the students are coming up with ideas, I will have
them write them down on sticky notes. I will observe their discussion to make sure the students
are making accurate estimations.
Objective 2 Formal
Students will work to record estimations of items on their Inch-by-Inch research form. They
will receive an assessment research sheet and will record their educated guesses in inches. I will
later evaluate this document to see how the students predictions went.
If my students met the objectives and understood the requirements I would review the lesson and
proceed onward to the next lesson. If several students did not understand the material I would
review my teaching to determine if I need to make adaptations. As a teacher I would review the
students informal and formal assessment to get a better idea of what they were missing and to
determine how I could best assist them. After re-teaching the content I would re-assess the
student to see where they were. However, if a student had not met the objectives and assessment
then I would review the assessment to determine where the gap in learning occurred. I would
meet with the student one-onone. After determining the gap I would re-teach the material in a
way, which would benefit the learners learning style. After re-teaching the material in a way
that would benefit the learner I would re-assess them to see their progress.
Instructional Procedure: What information do students need to accomplish the objective?
1. Anticipatory Set: (Allotted Time 6 min)
a. Attention Getter: Today I brought in something and I need your help solving a
problem. Before us we can see this box of recyclable objects, however, without
picking it up, opening it, or shaking the box can we guess how many items are
inside? How would we do that? Write your prediction down on a sticky note.
b. Once you are ready to discuss your ideas, give me a quiet thumbs up.
about, and is. These two words can help distinguish between an
estimation question or factual question.
Modeling: if I were to take the box we used earlier I would not just
throw a random number out there but would try to get a close educated
guess. Therefore, if I am to guess how many objects are in this box I
would estimate that there are about 10 because from the top I can see
about 5 so I am going to double that to make my estimation. After you
make your prediction we can pour out the box and actually figure out
how many recyclable objects there are. There are actually 12.
Estimations will rarely be the exact number, however, that is why it is
called estimation. We are guessing the right answer we are trying our
best to guess how many there, therefore the answer may not be exact.
Adapting an estimate: You can change your estimate as you gather new
ideas, however the correct number will never change unless an item is
added or taken away.
The learner will practice along side the teacher as she models several
practice problems.
Inches: Inches or in which stands for inches cover a bigger areas then
centimeters do. If we are measuring small to medium size objects a ruler
will work just fine. However, if you wanted to measure a house, would a
ruler be a good tool? We have other measurement tools and units, which
we will later discuss that can be used to measure big objects. However
today we are going to focus on inches. We must do our best now so that
when we move on to measuring larger objects we have the basics to help
us succeed.
On a ruler we are going to look for the side that goes up to 12 and that
most likely says in and use that side today as we measure in inches.
Measurement start: Next I will discuss how to measure an item properly.
I will explain the importance beginning your measurement from the zero
line, not the end of the ruler or the one. You start at the zero line.
Accuracy: To measure more accurately it helps if you mark where you
left off if you use a ruler to make sure your dont loose your point. If you
are measuring an object you cannot mark up you can use your finger or a
small object to help guide you.
Adding measurements: If an object is bigger then one ruler, you may
need a piece of paper to record how many inches that object is. For
example, if we were to measure this desk, I would use my ruler to
measure the length and see that the distance is farther then my ruler.
Therefore, I would count how many times I use my ruler and each time I
move it I would add 12 inches to the addition problem. Next I will
demonstrate how the students would use their addition skills to measure
items that may be longer then a ruler.
b. Guided Practice:
Model #1: After the students understand how to measure items properly,
the teacher will model the first problem on the Inch-by-Inch sheet.
About how long is a soda can? What does the word about mean, or
signal? Thats right! The question is asking me to predict. I am going to
predict my can is 6 inches long because its seems like it would be about
half of a ruler. Since I know that a ruler contains 12 inches, I can figure
out that half of a ruler would be 6 inches. Now, when I say how long is
it means I am looking for the actual number. When I measure my soda
can I can see that it is 6 and inches long when I measure it. How do I
know that my can is 6 and inches? Because my can does not fully
reach the 7 inch mark.
Directions: Now that I have showed you what I am looking for take time
to practice the first estimation and measurement.
I will walk around the room to make sure the students are following the
directions.
c. Independent Practice:
Predict: Now that we have practiced the first one, take time to
individually predict how many inches each measurement will be.
Instruct students to complete practice problems individually or with
another student while support/guidance is given.
If you finish early I would like you to find and measure an item within
the classroom that is recyclable. You can choose a big box or other item
and practice adding as you measure to get your final measurement.
Remember, to predict its size, and then measure the item.
Tip, if you finish early: If you use a whole ruler or 12 inches its called a
foot. So if you have time to select an object of your choosing to measure
after the inch-by-inch worksheet and choose a big one it may be easier
if you use five whole rulers and 11 inches to say 5 ft 11 in.
4. Differentiated Consideration
a. If a student finishes early, I will allow them to take more time to complete their
measurements and review their findings. If the student has completed the
assignment and does not desire to work on it anymore they may read a book
silently until everyone is done.
b. If the student struggles to complete the activity I would provide them with the
scaffolding necessary to help them be successful through prompting with
questions and interaction. If the student simply needs more time I will allow them
to take their assignment home and finish it for homework.
c. If a student demonstrated proficiency early on I would allow the learner to take
the experiment one step further and allow them to measure an item of their choice
in inches like they did for class as they complete the current investigation they
could also develop their own understanding.
d. If the student were still not proficient at the end of the lesson I would pull them
aside and work with them one-on-one. I would reflect through their assignments
to see where they are struggling and address the issue through a variety of
learning styles. I would give them an opportunity to explain what they know and
Estimation:
The student
recorded
between 6 and
8 out of the 8
objects
estimations
The student
recorded
between 5 and
6 out of the 8
objects
estimations
The student
recorded
between 3 and
4 out of the 8
objects
estimations
The student
recorded
between 1 and
2 out of the 8
objects
estimations
The student
recorded
between 6 and
Measurement:
8 out of the 8
objects
measurements
The student
recorded
Units
between 6 and
8 out of the 8
objects units.
The student
recorded
between 5 and
6 out of the 8
objects
measurements
The student
recorded
between 5 and
6 out of the 8
objects units
The student
recorded
between 3 and
4 out of the 8
objects
measurements
The student
recorded
between 3 and
4 out of the 8
objects units
The student
recorded
between 1 and
2 out of the 8
objects
measurements
The student
recorded
between 1 and
2 out of the 8
objects units
7. References:
Objectives:
I can measure (evaluate) the
length of an object by
selecting and using
appropriate tools such as
rulers, yardsticks, meter
sticks, and measuring tapes.
I can estimate
(evaluation/comprehension)
lengths using inches.
Estimating Lengths
1.Estimate the length of the
object.
2.Record your estimate.
3.Check your estimate by
measuring the object with a
ruler,
4.How close was your
estimate?
5.Repeat with other objects.
Classroom
Expectations:
1) Listen carefully
2) Respect your
neighbors
3) Strive to do your
best
Ticket out the door: What is one new thing you learned or a
question you still have from today ________________________
____________________________________________________
____________________________________________________
____________________________________________________
Ticket out the door: What is one new thing you learned or a
question you still have from today ________________________
____________________________________________________
____________________________________________________
____________________________________________________
Ticket out the door: What is one new thing you learned or a
question you still have from today ________________________
____________________________________________________
____________________________________________________
____________________________________________________
Ticket out the door: What is one new thing you learned or a
question you still have from today ________________________
____________________________________________________
____________________________________________________
____________________________________________________
Ticket out the door: What is one new thing you learned or a
question you still have from today ________________________
____________________________________________________
____________________________________________________
____________________________________________________
Why: I would use the KWL chart as a way to determine what students already know
about recycling and to lead into the lesson. After watching an educational video we
would reflect back upon what we learned before diving into our hands on activity.
Benefit: A KWL chart allows me to see what my students know and helps me see where I
should go next. If I see that my students have no knowledge of recycling then I would
take more time to discuss recycling.
Cons: A KWL chart can become a distraction to students if they are so concerned with
filling our a chart out and miss the content of a book, or video.
Strategy # 35 Fish Bowl Why: By having a fish bowl discussion at the end of the lesson I am preparing students to
think about what they learned before they are asked to write an exit slip or ticket out
the door. A fish bowl also helps me determine what students learned in more depth as I
listen and monitor the discussion to make sure it remains on task.
Benefit: Having students dicuss the content allows for students to practice both
discussion and listening skills as students continue to learn from one another.
Cons: If the students on the outer circle are listening for a while, they will disengage and
loose interest in the discussion. Therefore it is important to switch up the inner and outer
circle often.