Measuring with Centimeters Lesson Plan

Lesson Topic: Elementary, Math

Standards Addressed in this Lesson: CC.2.OA.2, CC.2.MD.1
Learning Goals/Target for this Lesson: 85% of students will be able to measure line segments.

Lesson Essential Question: 1.What is the relationship between measurement and length?
2. In what ways can you measure line segments?
Context for Learning:
This is a second grade general and special education face to face classroom. There are students with
ages ranging from 7 to 8 years old. The general content area is math. 4 students in the classroom receive
ELL services. Four students have IEPs. However, two are speech only IEPs. This is the first time in the
math curriculmn where students are being exposed to measurement. Students just completed their unit
about base ten.
Differentiation/Instructional Strategies: The learning theory that will guide my planning process
is the Cognitive Constructivism Theory. This theory aims to enable students with
assimilating new ideas in line with their existing schemas and assisting them to make
modifications to their existing schemas that will accommodate any new information.
Scaffolding- the teacher will start off modeling the skill, then move into a guided practice,
and finish the lesson off with independent practice. Cooperative learning- Students are
pulled into small group as otherspractice their math skills and computation through
learning games. Student will also self correct their preassessment after lesson. Check for
understanding- students must get confirmation that their work is up to standard before
they move on to the next stage. This allows the teacher to understand where the students
are at and students also understand whether or not they are on the right track. Students
use nonverbal techniques such as hand signs to answer this or that questions, to show
quick check for understanding. Differentiation: Students will have their work chuncked to
have less of a work load at a time. Students will have their test read to them and we will
complete the test as a group. The teacher will read the directions for the section an d have
the students answer the questions the best to their ability. The teacher will then repeat
one on one directions to students who need it. Students will no move on until the teacher
says to do so. Classroom management: the teacher took control of turn -and-talk with our
count down cue. The teacher gives students directions to show that they’re ready to move
on. The students are awarded dojo points for participation.
Measuring Success: In order to collect whole-class baseline data prior to the students learning the lesson, I
administered a pre-assessment. The pre-assessment consisted of seven measurement questions. The pre-
assessment helped me see where the students prior knowledge is as well as target any early student
misconceptions. One example of students misconceptions was students counting each tick mark on the line
segment instead of the 1-cm lengths in between. Administering the pre-assessment helped me set the students
up for success during the lesson by targeting this misconceptions
7/13 students got 0/10 points, 1/13 students got a 1/10 points, 1/13 students got a 2/10 points,
4/13 students got a 3/10 points.
Activity Structure: The lesson will start with a review on addition and subtraction
problems called, stay, up, or down. Students will use nonverbal communication
techniques to indicate to the teacher whether the solution to the problem will stay, go up,
or go down. If the problem is 2+1, students will give the teacher a thumbs up. If the
problem the problem is 2-1, students will give the teacher a thumbs down. If the problem
has 0, students will show their hand for "stop" or "stay". This will take a minute long and
will be timed with a timer on the smartboard. After, students will then be invited to take out
their red rulers. The teacher will then invite the students to look at the ruler for a minute
and describe or give details about the ruler. After noting the ruler has stra ight edges,
marks, and numbers. Student will then be asked "What do people use rulers for" answers
can be for drawing lines or measuring length. Students will then be asked to think for a
second about what other types of ruler they may know. After going ov er these questions,
students will then be asked the high order thinking question "What do you think will
happen if we didn't have rulers?" the teacher will then form partners for students to turn
and talk about their ideas. After we will all come back toge ther to discuss our ideas and
opinions. Students will then be prompted by the teacher to compare their rulers with a new
partner. After, the students will be asked if the marks on their rulers were the same. The
teacher will then survey the students with a raise of hand votes. The question is "Do you
Adapted from Learning-Focused Lesson Plan (Next Generation of Learning-Focused) 1
 Measuring with Centimeters Lesson Plan
think the marks on your ruler is the same marks on your classmates ruler" After, Students
will be survived again, "if you and your classmate measure the same line with their rulers,
will you both find the same measurement? The teacher will use this as a check for
understanding. The students will then watch an informative video about centimeters and
how to use a centimeter ruler. Students will then be shown how sometimes centimeter
rulers can also be paired with inches. Students will be told the short way to write
centimeters is cm. The teacher will then direct the students attention to the poster about
centimeters. Students will read along with the teacher in funny voices. Students are
shown what one line segment of a centimeter is blown up on the board versus in real life
for comparison. Students will then be asked do you think if I put 6 of this 1 cm line
segment, I can make 6 cm? show me if you agree or disagree, students will give a thumbs
up or down. Students will then be asked to analyze and fix puzzle penguins
misconception. Puzzle penguin counted the centimeter marks instead of the 1 cm spaces
in between. Students will then transition from whole group to independent work. Students
will complete a page in their student activity book which aligns with the pre and post
assessment. The teacher will read the beginning of the page which has the definition of a
centimeter and how to find it on a line segment. Students will count the 1 cm lengths and
then use a centimeter ruler to mark their own 1 cm lengths. The teacher will monitor the
students by walking around and looking for misconceptions. The teacher will make
individual and whole group feedback. After the class will come back together to review the
activity page. Students who participate will be receiving dojo points to encourage
engagement.The teacher will then invite the students to compare exercise 1 and 2. The
teacher will the survive the students who thinks the line segment in exercise 2 shorter or
longer. Students will raise their hands whether they think the line segment is longer or
shorter. The teacher will then introduce to the students what a looped segment is.
Teacher will then demonstrate what a looped segment is. After teacher shows students
the looped segment, the teacher will ask the students the length of the looped segment.
Next, the teacher will ask the students how much longer the segment is then the shorter
segment. After, students will then independently complete an activity page targeting
drawing a line segment, marking each 1-cm lengths, and also comparing lengths of
segments. After student complete this activity page, students will then be instructed to go
on to dream box. The teacher will then pull students for small group who need furth er
help. In small group students will self-correct their pre-assessment. The next day, the
teacher will go over the activity page, then review the lesson. After review, students will
be giving the post assessment.
Technology:

• SmartBoard : Smartboard touch is not working so mentor teacher is controlling

smartboard from the desktop.
• Chromebook

Resources/Materials Needed for the Lesson: Centimeter Ruler, Inches Ruler, Pencils, Smartboard,
Activitybook, Assessment, Youtube, DreamBox.

Additional Information: Non-verbal communication cues: 1 finger: Bathroom, pinky finger and thumb
our for ASL meaning same or I agree. Thumbs up for agree, thumbs down for disagree.
At 6:40 of the video a student was crying because he ripped his ruler, I noticed this and began to back up
in front of him. My mentor teacher stepped in but I noticed the issues and replaced his ruler for him. It
was time for a turn and talk so I gave him a couple of minutes to decompress and worked with his
partner and compaired our rulers.
At 12:00 of the video, my students mask broke so I had to think fast and stappled it to continue on with
the lesson.

Adapted from Learning-Focused Lesson Plan (Next Generation of Learning-Focused) 2