You are on page 1of 5

Corrie Legge 10/25/13 Measuring Me: 1. Demographics : There are 23 second grade students in this classroom.

Two students are on IEPs, though neither student is on an academic IEP. Both students participate fully in all classroom activities. One of these students has a full time, one-on-one aide. There are also 3 ELL students in the class. The classroom has one lead teacher, one aide, and two student teachers that are each in the class one day a week. The math section is typically one hour long. 2. Rationale CCSS.Math.Content.2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. (Enrichment) Massachusetts History and Social Science Curriculum Framework: 2.5. Read globes and maps and follow narrative accounts using them. (G, H) 3. Goals Students will be able to: Successfully use a yardstick and meter stick as a measurement tool. Demonstrate an understanding that centimeters and inches are both used to quantify length. Recognize that a centimeter is a smaller measurement than an inch. Use number sense and knowledge of addition to determine the length of an object that is more than a meter and/or yard tall. 4. Prerequisite Skills Basic understanding of how to read a measurement from a meter/yardstick Experience measuring in inches and centimeters Experience rounding numbers Experience rounding measurements to the nearest inch or centimeter 5. Materials needed Easel Pad Markers

Book to measure Whiteboard marker Worksheets (23+) Yardsticks with orange tape at starting line (8+) Meter stick with orange tape at starting line (8+) Rulers

6. Procedure Students are sitting on the rug at the group meeting area facing the board and teacher Introduction Today we are going to be practicing taking measurements with our meter sticks and yardsticks. This week we have been learning all about what an inch is and what a centimeter is. Today, we are going to be using what we know about inches and centimeters to measure how tall of different objects in our classroom are. We are going to measure the objects height. Review learning from recent lessons: i. Are inches represented on the yardstick or meter stick? 1. Ask a volunteer to come up and indicate what marks an inch on the yardstick ii. Are centimeters represented on the yardstick or meter stick? 1. Ask a volunteer to come up and indicate what marks a centimeter on the meter stick Instruction: Today you will be measuring the height of 3 different objects of your choosing in the room. You will then measure each others heights. i. Group practice: Height of book 1. Begin with meter stick: Make sure to line up end of book with the orange line on the meter stick (not the very tip of the measuring stick) a. Ask class: Why? i. Because that is where the measurements start from, look at where tick marks on measuring stick are 2. Indicate height of book on the meter stick in centimeters a. Review how to read a meter stick b. What if object does not fall directly on an inch or centimeter line? i. Record measurement as the closest centimeter/inch (rounding) c. Write measurement on board 3. Repeat 1-2 with yardstick

ii. Repeat with guidance, allow student volunteers to measure height of whiteboard marker, measuring in centimeters and inches iii. Full class brainstorming: Why should we measure something in both inches and centimeters? Why wouldnt we just measure with inches? 1. Brainstorm on Easel Pad 2. Will return to this during wrap up maybe activity will generate new ideas iv. What if the object I want to measure is taller than the measuring stick? 1. Full class discussion to brainstorm how to attack this situation 2. Use multiple measurements and addition to determine height 3. Note importance of teamwork in keeping track of these measurements (e.g. one person marks where first meter ends while another person move meter stick to finish measurement) 4. Model using bookcase v. Reiterate Assignment 1. Must have at least 1 object that is taller than the meter/yardstick 2. Quickly verbally brainstorm what might be good objects to measure (e.g. bookcases, tables, backs of chairs, homework bins) Practice: i. Divide into prearranged heterogeneous groups of 3. Ensure each group has at least 1 student who is consistently on task. 1. Groups will be predetermined by teacher, but seem random to students ii. Hand out worksheets, meter sticks, and yardsticks. 1. Allow classroom helpers to help pass out supplies iii. Allow 15-20min for students to complete assignment (or until all groups are finished) Closure: i. Regroup and discuss strategies 1. How did you measure objects smaller than measuring sticks? 2. How did you measure objects bigger than measuring sticks? 3. Did you have any strategies that worked well for measuring someones height? 3

4. Do you notice any patterns? a. Number of centimeters always larger than number of inches. i. Why is this? Look at the meter stick and yardstick side by side. What do you notice about the size of a centimeter vs. an inch? 1. Inch larger than centimeter, so fewer inches can fit in one measurement than centimeters. 2. Revisit: Why is it important to measure in both inches and centimeters? a. Add any new ideas to class brainstorming Easel Pad 7. Assessment: Teachers will be aware of the group interactions ensuring that all members of the group are participating equally. At least one teacher will meet with each group during the process to have them explain how they conducted one of their measurements. Final group discussion will be used to identify understanding and confusion. Teacher will also assess individual worksheets for accuracy of answers. 8. Remediation/Enrichment: Remediation: By working in groups, struggling students are supported by their peers. Teachers will also be conscious of students or entire groups who seem to be struggling and will provide additional scaffolding as needed. Enrichment: A challenge worksheet will be available for students who finish the assignment more quickly than others. This worksheet fosters and expands upon their understanding of measurement.


Measuring Me
Find 3 objects in the class and measure how tall they are in inches and centimeters. Then measure each member of your group to see how tall everyone is. The object Im measuring is: About how tall is it in inches? About how tall is it in centimeters?

How tall are you? I am ________ inches tall. Im also ________ centimeters tall.