Kendall Fitzpatrick

2nd Grade

Room B5

Math: Measurement with Centimeters and Inches

Date: Tuesday, March, 12, 2013

SOL: MTH.G2.11.a.1 Estimate and measure the length of various line segments and objects to the nearest inch and
centimeter.

Link

Gather student to the carpet to begin math lesson.

1. Review from yesterdays discussion anchor chart, When do you use measurement?
2.. Refer to 2nd anchor chart: What we think of when we hear: centimeter. Have students turn and talk about
something that could be measured in centimeters that is in the classroom and not on the poster. Take 3
answers.

Engage & Educate

1. Refer to morning meeting message. Days challenge: to find objects bigger, smaller, and the same
length as the butterfly wings.
2. Tell student today we will be using a ruler to measure different objects not only in centimeters, but
in inches too. Show students a ruler with the centimeter side showing and the inches side covered
in tape. Review how they used the centimeter side yesterday and then revel the other side. Explain
what one inch is. Explain how there are 12 inches on a ruler. Have students turn and talk about
object that might be one inch long.
3. (Whole brain teaching) Use hand motions to review concepts above. Students listen and teach
their partner what they know.

Assessment

I will make observations to identify understanding. I will look for students responding and explaining
content right. This assessment will help me know who to focus on during Smartboard work and centers.

Active Learning

General Lesson
Pass out rulers. Students
show their shoulder partner
where one inch is. Students
show their partner where 12
inches is.
Whole group Smartboard
lesson: Measuring Mania
slides 3-7. Teacher will
model using a ruler on the
first 2 problems. Students will
come up to complete the rest
of the questions together as
a whole group.

Reinforcement
Students will actively

participate in math workshop

centers. Students will have a
worksheet that will assist with
assignments at each center.
Students will use the

workshop management board

to know where they will be
working today. (Differentiation:
Students are grouped based
on unit pre-assessment and
exit ticket completed the
previous day.)
Centers will include: 1.)
measuring objects in inches
2.) Measuring objects in
centimeters 3.) Measuring
lines

Enrichment
The students that will be
enriched will be determined
by the exit ticket and preassessment given earlier in
the unit.
To enrich the selected
students I will meet with them
to teach about measuring
objects to the inch and the
half inch. We will examine the
ruler together. Then, they will
practice measuring lines to
the nearest half inch.

Reflect: Students will clean up with the usual routine of The Clean Up Robot song and gather at their
desks when cleanup is over. I will prompt the class with a few questions for students to turn, talk, and
reflect: What is one thing you did well today at math centers?
What is one thing we could have done better?
Now lets discuss as I write objects we found to be bigger, smaller, and the same size as our Monarch
butterflys wings.
Now & Then
Today we learned how to measure everyday objects in centimeters and inches. Tomorrow we will
continue to practice these strategies to complete the centers full rotation.
Assessment
I will look over the center work as an informal assessment. I will also give a short exit ticket for formal
assessment (after centers, after SOAR time, or as morning work depending on the time).
Materials
Anchor charts, Smartboard lesson, Rulers (class set), worksheet guide for centers (23) materials to
measure at centers ideas include: pipe cleaners, crayons, quarters, magnets, wooden cubes, pennies, tens
rod, paper clip, masking tape, markers, board games, name tags, books, erasers, spoons.

Notes

Homework

Students will practice skills through IXL homework. No materials are needed to be passed out and taken
home. Homework is given in weekly This Week handout.