Lesson Plan

Topic: Measurement
Grades: 2nd Date: 4/5
Time: 1 hour
Standard(s): MAFS.2.MD.1.1
HOT Questions:
Measure the length of an object to the nearest inch, foot, centimeter, or meter by
1. Why was the best too
selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and small for the queen?
measuring tapes. 2. Why did all of our beds
look different?
MAFS.2.MD.1.3 3. What can we use so that
all of our beds come out
Estimate lengths using units of inches, feet, yards, centimeters, and meters. the same size?
MAFS.2.MD.1.4
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Assessment:

Measure to determine how much longer one object is than another, expressing the length Type of assessment:

difference in terms of a standard length unit. Completed worksheet

Objective: Students will be able to: Classroom discussions
Explore nonstandard units of measurement and demonstrate
understanding of why we need standard units of measurement
How will this assessment show
Vocabulary: Foot, ruler, you that students have
mastered the objective?
Materials: How Big is a Foot book, construction paper,
How big is a foot worksheet The worksheet will show that
they can explore the
Opening (Engage)
nonstandard units of
Time Task measurement. The classroom
discussion will show that
Tell the students that we will be working with students understand the
measurement in the upcoming unit importance of standard units
10
Minutes of measurement.
Read the first half of How Big Is a Foot? by Rolf
Myller until you read the page that poses the
question, Why was the bed too small for the
Exit Question:
queen? Allow students to offer predictions.
What can we use so that all of
Building Understanding (Whole Group Exploration / our beds come out to the
Core): same size?
Time Task How big is a foot?
40 min Put students into cooperative groups of 5-6. Make
sure that at least one student in each group has a
small foot and one student has a bigger foot.
Pass out construction paper and ask students to
trace out their foot and make nine cut outs of their
foot. Each student should have nine paper feet of
their own when done.
Students will then be completing the worksheet
How big is a foot with a partner.

Students will then be making the bed 6 feet across

and three feet wide with their cut out feet. They
will walk around and compare the sizes of their
beds.
Lesson Closure
Time Task

Ask and discuss:

10
minutes Why do you think all of the bed sizes are different?
What can we use so that all of our beds come out
the same size?

Differentiation:
The teacher will differentiate and provide support in the
following ways:
Reteach (Greatest Support)
These students will be paired with a student that understands
the material. I will also be circulating the room and offering
assistance to anyone who needs it.

Enrich (Least Support)

These students will be paired with someone who is struggling
with the material. They will be able to teach the struggling
student and demonstrate their knowledge of the material.
Accommodations:
(What students need specific accommodation? List individual
students (initials), and then explain the accommodations you
will implement for these unique learners.)
No students will need accommodations for this unit.

Connections:
How does this lesson connect to the real world? How does this lesson connect to the interests
and/or cultural backgrounds of your students?
Measurement is something that students will use for the rest of their lives, when it comes time to
decorate a house, buy an apartment, or even get a new TV, they will need to understand units of
measurement.