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# Drexel University

School of Education
MTED 517

Lesson Subject Area Mathematics
PA (or other) State Number of the Standard: Pennsylvania Core Standard CC.2.4.1.A.1.
Standard(s) Statement of the Standard: Order lengths and measure them both indirectly
and by repeating length units.
Specific Content Area  Introduce how length comparisons for different objects provide a
metric for ordering them sequentially by length.
 Teach how measuring these objects with a nonstandard repeating
length unit is a method of indirect measurement.
 Determine the best unit to measure specific objects.
Goals Students begin to develop an understanding of units of measurement and how
using any equivalent length unit to measure provides a reliable and valid
means of comparison.
Objective I can measure objects using different items, compare the length of objects
and select the best item to use when measuring length.
Materials  SmartBoard
 Shorter/longer popsicle sticks
 Various tangible objects to measure
 Measuring Penny book
 Paw prints printouts
 Scavenger hunt worksheet
 Measuring Penny cards
 Base 10 cubes, toothpicks, paperclips
 Measuring Penny recording sheets
 Notecards
 Foot measuring worksheets
Engage Students will meet me on the carpet. To introduce the idea of measurement,
gather the students on the carpet and read select pages from Measuring Penny
by Loreen Leedy. This book shows a girl who decides to measure her dog
Penny with nonstandard units.
Explore 1. After reading Measuring Penny, use the Smartboard to go through the
attached slides to show what ordering is; how nonstandard units can
be used to measure objects and compare lengths when they are placed
end to end; and that answers are given as a number plus a unit of
nonstandard measurement. Use tangible items to model in order to
complement the slides.
2. Hold up a copy of the three different size paw prints. Engage in a
conversation about longer than, shorter than, equal to.
3. Hand out the popsicle sticks and explain how they work. Hold up 3
objects and have students hold up their stick to indicate if it is longer
than, shorter than or equal to the paw print I select.
Drexel University
School of Education
MTED 517

4. Ask the students to brainstorm what they can use to measure specific
objects such as an eraser, a book or the length of a desk or room. This
will be used to introduce the concept of choosing the best unit of
measure to use when measuring different size objects. Think, Pair,
Share with partners then pull sticks to explain reasoning.
Extend We move into center time for the remainder of the math class. The class will
be split into four groups and 5 minutes will be spent at each center and then
rotated. Before leaving the carpet, I will model each of the stations.
1. Measure the Room. They will find objects from around the
classroom that meet the comparison requirements on their worksheet
(longer than, shorter than). They will be using their pencil to find
objects that compare to it.
2. Measuring Penny. Students are broken into partner groups and
engage in small group learning activities where they work together to
measure dog-related items on cards, to go along with Measuring
Penny. They will use either toothpicks, paperclips or base 10 cubes to
measure the objects and record their answers on the worksheet. A table
tent with the units will be placed at this table so that they can be
3. Paws for Measurement. Using photocopies of the different size
paws, the team will work together to measure the length of the
trapezoid table using all three size paws. They can record their answer
on the recording sheets.
4. Foot Measurement. Students will work on the nonstandard foot
measurements worksheet and color how long their foot is. They will
then compare to students in their group to indicate if their foot is longer
than/shorter than their peers’.

## Differentiation  Students in Math Enrichment should be spread out across groups in

order to provide peer support as needed.
 The student in Learning Support should be given a selection of objects
for the scavenger instead of having to find them around the room.
Some are shorter than and some are longer than a pencil. Students can
be shown an object by the teacher or aide and discuss whether it is
longer than or shorter than their pencil. Answers can be recorded to
the best of ability on the worksheet using a drawing, beginning letter
sound or with assistance, if needed.
 Inclusive students in Learning Support can work with an aide for
center activities or can work in a group 2-3 other regular education
students, so as to observe their reasoning and offer their own input.
Evaluate  Formative assessment will be performed throughout the popsicle stick
portion of the group time. Formative assessment will also be
performed during center time as I circulate and check on student
Drexel University
School of Education
MTED 517

## understanding at the centers. Common errors will be noted for the

whole group discussion towards the end of class.
 Measurable assessments will be found via the worksheet deliverables
from the center time. I will be able to see how students perform on
each activity and note their reasoning when I collect the worksheets
and review them.
 As time permits, we will capture the students on the See Saw app
during center time, in order to provide authentic assessment of their
learning progressions.
Closing After center time, bring the class back together for a closing at their desk.
Address any common errors seen during formative assessments. We will
discuss our objective and revisit the three parts: I can measure objects using
different items, compare the length of objects and select the best item to
use when measuring length. Think, Pair, Share will be used to discuss the
best unit to use when measuring the Smartboard.