Lesson Plan Guide

Teacher Candidate: Brittany Putman Date: August 5th, 2018

Grade and Topic: 2nd grade Math Length of Lesson: 60 minutes

Mentor Teacher: Annette S. Cornelius School:University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● Understand and demonstrate the ability to measure the length of an object using different tools of
measurement.

LESSON OBJECTIVE:
● The student will demonstrate and label the length of an object using the correct measurement and tool
with 100% accuracy.

STUDENT PARTICIPATION:
 The Student is expected to work with team members to practice online and create and complete a table
of in room objects and their measurements.

STANDARDS ADDRESSED:
 Common Core Standard: 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.
 ISTE Standard: 2. Communication and collaboration: Students use digital media and environments to
communicate and work collaboratively, including at a distance, to support individual learning and
contribute to the learning of other.
d. Contribute to project teams to produce original works or solve problems

MATERIALS:
● Table Worksheet
● Computer
● Pencil and paper
● Microsoft Word
● Ruler
● Internet Access to the following sites for practice:
Fun Brain: https://www.funbrain.com/games/measure-it
Education.com: https://www.education.com/games/measurement/
SOFT Schools: http://www.softschools.com/measurement/games/
● Students will use the listed websites for practice on how to measure objects. Microsoft Word will be
used by the students to create a table that contains five objects found in the classroom and their
measurements. Students will email their completed table to the teacher an also turn in a printed off copy.
BACKGROUND and RATIONALE:
● Obtain the correct measurement of an object using the correct tool and unit of measurement.
● Academic Language is not addressed in ID 3600.
● This lesson builds on the Common Core Standard CCSS.MATH.CONTENT.1.MD.A.2 from the unit
Measurement and Data.
● This lesson will be referred to when students learn what unit of measurement makes up the next unit of
measurement (how many inches are in a foot and so on).
● I am aware that the lesson will be differentiated for student who did not master the objectives and for
those ready for enrichment, However, modifications are not covered in this course and are not part of the
particular lesson.

PROCEDURES AND TIMELINE:

● Introduction: You will be demonstrating your creative side today by creating a table that shows
different objects in the classroom and their measurements. Of course, first you will be able to practice
your measuring skills on the computers with a partner (assigned by the teacher).
● Procedures:
1. First students will go to the assigned computer with their assigned partner. (5 minutes)
2. Next, students will visit each of the provided websites to take turns practicing their measuring
skills. (15 minutes)
3. Students will then open Microsoft word and create a table with two columns and six rows.
Sending ONE partner at a time each student will pick an object in the room, take the
measurement, and report part to the computer to record the data. (A sample of how the table
should look will be provided) (15 minutes)
4. After the table is completed the groups will email it to the teacher, as will as print off a copy to
physically turn in, both copies should have both students name. (5 minutes)
5. Lastly, students will return to their individual seats and write 5 sentences on what they think that
their strongest skill was while measuring and what they would like more work on. (10 minutes)
 Closure: Students will be able to measure their own height to exit the classroom (this should be fun but
also educational by teaching them their own height) (10 minutes)

ASSESSMENT EVIDENCE:
5 3 1
Table Table is completed with Table is filled out but Table is incomplete, and
no grammatic errors and contains more than one more than half of the
only one repeat from the example from the measurements are not
example. Measurements sample. Most correct.
are correct. measurements are
correct.

Paragraph 5 sentences are there Paragraph is shorter Only one to two

with the information than 5 sentences and not sentences are present,
that was required. all information is and information is not
present. clearly stated.

.
MODIFICATIONS:
 I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.