Math – 2nd Grade 

Lesson Plan 

Teacher​:​ Ms. Flores 

 

Overview: 
- Students can solve 2-step real world problems involving metric lengths. 
- Students can identify when to use meters and when to use centimeters.  

Content Area of Standards: 

(2.9) Geometry and measurement. The student applies mathematical process 
standards to select and use units to describe length, area, and time. The student is 
expected to:  

(A) find the length of objects using concrete models for standard units of length.  

Objectives: 
- The student will be able to 2-step real world problems involving metric lengths.  
 

 
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Materials Needed: 
1. Meter stick 
2. Ruler 
3. Pencil 
4. Paper 
5. White board and expo marker 
6. Lesson PowerPoint 

Terms & Vocabulary: 

1. Centimeter - Metric unit of length (cm) 
2. Meter - Metric unit of length (M) 
3. Shortest - Measuring a small length from end to end 
4. Longest - Measuring a long length from end to end 
5. Whole - The sum of two numbers added together 
6. Part - The number used to find the whole  
7. Addition - ​taking two or more numbers and adding them together 
8. Subtraction - taking away from a whole 

Hook:  
● The teacher will go over CHAMPS expectations before starting the lesson. 
- Teacher will have students look at the CHAMPS chart on the wall. The 
teacher will cover the champs. 
- Conversation​ is at 0 during the lesson. (Unless you have a question)
- Help​: raise your hand if you need help or have a question
- Activity​: Sit at your desk.
- Movement​: unless it is an emergency stay at your desk
- Participation​: Every participates.
- Success​: we will all be great!  
● The teacher will have real world problems placed on the board. 

 
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- Ex: Kenji has a 50 cm pencil. Ava has a 30 cm pencil. How much more 
does Kenji have than Ava? How much do they have in all? Use a bar model 
to show your thinking.   
● Students will solve the problem in their math journals. And will draw a picture to 
go along with their problem.   

Content-Input:  
The teacher will begin the presentation of real world problems.   

● The objective will be read to the students.   

● The teacher will be presenting real world problems to students.   

● The teacher will work step by step to solving the problem.   

● The teacher will ask students questions, Ex. “How can we represent this 
problem?” “ What do we know?” “What are we trying to find?” 

● ​The teacher will ask students if they need to use meters or centimeters 

● The teacher will go over the difference between meters and centimeters 

Guided Practice: 
The teacher will work on a few problems. Students will assist the teacher on solving the 
problems.  

Ex. “Ms. Flores used 8 meters of cloth to make new curtains. She used 5 meters to 
make a blanket. Now she has 11 meters of cloth left. Find out how many meters she 
uses at first. How many meters of cloth did she have in all?”  

● The teacher will again as questions “what do we know, what are we trying to 
Find”  

● Ask students what they think we need to do to solve the problem.   

● The teacher will follow what the students say that needs to be done to solve the 
problem.   

 
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● The teacher will purposely make a mistake to see if students will catch it. 

Independent Practice: 
Students will be given some problems to try on their own. Students will be called and 
explain how they solved the problem.  

Ex. “Terrence and Khai ran a total of 201 meters. Terrence ran 152 meters. How much 
more did Terrence run than Khai?”  

● Students need to find how much Khai ran first.  

● Then students can find how much more Terrence ran than Khai

Closure: 
The teacher will have a problem for students to think about. Students will write their 
thinking in their notebooks. 

Ex. “Valery is making several bracelets. She has a blue string that is 23cm long and a 
red string that is 35cm long.”  

● Students will use the information to draw a bar model to represent the strings. 
● Students will think of 2 questions with the given information.