Name of Senior Teaching Lesson: Sarah Miller

Names of Observers: Crysta Paul, Emily Sherbin, Evelyn Lopez

Specific Topic: Measurement_

Grade: __2nd_

Materials & Resources Needed

Paper Clips
String
Paper inch squares
Pencils
Sequencing Group Work:
Pairs (Students measure the pencil using string) Whole group (Discussion on findings) Pairs (Half pairs
measure with paper clips, half of pairs measure with paper inches) Whole group (Discussion on findings
and comparison of two measurement methods)
This sequence supports the practices of monitoring as the teacher is able to monitor pairs as they explore
both methods of measurement during partner work. It also supports sequencing as the students move from
a measurement tool that cannot be quantified to a tool that can be quantified and ultimately to a tool that is a
standard unit. From this sequence, students can make connections between the three measurement tools
as well as the methods they used with each tool to reach a measurement of the pencil. These connections
can then be furthered into the quantification of both the piece of string and the pencil.
Academic, Social and Linguistic Support
1. Social support- The teacher will closely monitor students in pairs and will aid students in vocalizing
their ideas (Explore). Students ideas can be repeated, expanded upon, and prompted to further
student thinking and support those who have difficulty in a social setting (Discuss). Remind students
to be respectful of others ideas so that students feel this is a safe place to share (Launch).
2. Academic support- Students will compare answers with their classmates to make sure they are on
the same page (Explore). During discussion times, students will be talking about how they got their
answers and explaining to other students to both strengthen their understanding and aid other
students in their understandings. (Discuss)
3. Linguistic support- Repeat instructions modeling and using gestures so students have a second
chance to process them (Launch/Explore). Use prompts and verbal reminders to keep students on
track and focused on mathematical thinking(Explore). Write student ideas on the whiteboard so that
students have both a verbal and visual representation of ideas (Discuss).
LAUNCH (10 minutes)
Expectations: Be responsible, respectful of others ideas, and ready to learn. If students have something to
add to discussion, they can show a thumbs up sign. When students are working in partners they should use
a level 1 whisper voice. When students are contributing to a whole group discussion, hands should be
raised and individuals or groups will be called on.
Set purpose: Today we are going to measure some items from around the room using different methods.
By doing this we are going to understand the importance of measuring items with a standard unit as well as
will practice being mathematical thinkers about everyday measurements in our classroom.

Activate background knowledge/experiences: Before we start our activity, I want to know what you
already know about measurement. Lets make a list of the types of units or measurement tools that we are
already familiar with. I will call on students to provide their ideas. Lets see how long we can make our list so
we can understand what we already know about measuring before we practice it in our activity today.
Gain interest: Now that we have made a list of units and tools of measurement that we already know
about, lets practice how those tools and units are related. We are going to pick items from around the room
determine what unit or tool we would use to measure it.
Book
Whiteboard
Door
Desk
Box of Crayons
Predictions about what unit/tool should be used for each item will be tracked along side the list that was
made in the previous warm up.

EXPLORE (30 minutes)

High Level Task: For the first part, students will all be given a piece of string to measure a pencil (all
groups will have the same size pencil to measure). The goal is to get students to understand that some
string doesnt say much about the length of the pencil. They will be understanding that the pencil can only
have one discrete number measurement that works, and will come back together to talk about this in a
whole-class discussion. To move towards quantifying the measurement of the pencil, half of the students
will be given a nonstandard measurement tool (paper clips) and half of the students will be given paper
inches to work with. Students will then come back together for a whole group discussion to compare results.
Possible Student Solutions and Questions to Address Them
Group
Number

Possible student
solutions/strategies

What these illustrate

Specific questions to assess,

advance, scaffold, refocus

One

Students might have

difficulty actually measuring
wrong and not marking how
long the pencil was with the
string or paperclip.

Students lack the

background knowledge of
measurement such as
where to start measuring,
how to mark
measurements, and how
to align measurement tools
to get an accurate
measure.

-Does your measurement account

for the entire pencil?
-Where does the pencil start and
end on your measurement?

Two

Students measure the

pencil with paper inches or
paper clips and reach a
non- even measurement.
The students do not know
how to represent this
fractional measure.

Students are unfamiliar

with fractional parts of a
measurement such as
estimating to a half or a
quarter.

- Is the entire pencil represented?

- Is an entire inch/ clip taken up by
the pencil?
- Where does the pencil stop?

Three

Students lay down paper

clips or paper inches with
space in between.

Students misunderstand
that measurement needs
to be continuous without
spaces because those
spaces are part of the
pencils measure.

- Can you see part of the pencil in

the gaps between inches/ clips?
- Is the space in between the
measurement units part of the
pencil that should be included in its
overall measurement?

Questions to share thinking and consider thinking of other students:

How did the groups with paper clips align the clips to measure the pencil? Is there a different way?
When measuring with the paper clips, what are the paper clips representing?
Was it easier to get an accurate measurement with paper clips, string, or inches? Why?
DISCUSS (10 minutes)
Sequence of solutions strategies:
First: Group One
Second: Group Three
Third: Group Two
This order of students strategies will help develop students understanding of the topic in different
ways. The first strategy demonstrates a misconception with the very first step of measuring, lining up
the measuring tool and the object being measured. This is important for all students to understand
before moving into the next steps. The second strategy also demonstrates a fundamental
misconception about measuring - not leaving gaps or overlaps between tools if you have to use
reiteration. All students should understand this as well before moving onto the next concept. Finally,
the last strategy has to do with fractions and what students can do if their units dont match up with the
object they are measuring, which is more advanced than the first two solutions. Its likely students will
be able to go into a deeper discussion about this and have many different perspectives, which shows
that it has to do with more abstract thinking.
(a) Questions to expand on, debate and question the solutions/ideas being shared:
How did you know the pencil was (blank) paper clips long? Explain to me how you got that
answer.
Did you make sure to line up your paper clips or paper inches perfectly so that there are no
gaps?
What was hard about measuring your pencil with string? Could you say how many?
(b) Questions to make connections across strategies presented:
How could you measure your desk? Would you want to use paper clips or paper inches?
Is it easier for you measure things by using paper clips, string or paper inches? Do you think
now you could use a ruler?
(c ) Questions to help students begin to form generalizations
Would you measure other things in the classroom the same?
Are paper inches useful in measuring larger objects? Could you use a ruler and measure in
feet? How many paper inches fit the size of a ruler?
Did everyone get the same result when we measured with paper clips and paper inches? Did
groups who used the same unit get about the same results? Why do you think this happened?
Invite students to help reflect on what they learned by discussing the following questions?
What did you learn about measuring today that you did not know before?
How did you know how to measure the pencil when you used paper clips and paper inches?
What was the easiest method for you to use?
Why is it important for us to use the same unit when measuring the same objects? Were paper clips
able to measure exactly? Why not?