Final 2nd Grade Measurement Samantha M

SUBJECT: Mathematics
GRADE LEVEL: 2nd Grade

TIME FRAME: 60 minutes
TITLE OF LESSON: Nonstandard units
1. RATIONALE: The ability to accurately know how to measure standard units starts with the
concept of understanding how to measure nonstandard units. Teaching students the main idea and
the purpose of nonstandard units will open their eyes to a new chapter they will soon be
learning(standard units). By practicing nonstandard units, students will slowly walk into the idea of
using rulers, measuring tapes, and much more.
2. COMMON CORE STANDARDS TO BE ADDRESSED:

● 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.
3. OBJECTIVES: Students will be able to:

● Acquire the knowledge of a new subject, nonstandard units.
● Measure given objects using their knowledge of nonstandard units.
4. ASSESSMENT:
● Students will understand the concept of nonstandard units and why we use it and what
it furthers us into.
● At least 75% of the students will be able to use and explain why we have nonstandard
units.
5. DIFFERENTIATION/ACCOMMODATIONS:
STRUGGLING LEARNER:
● Allow students extra time on the scavenger hunt or hints throughout the activity
● Allow students to work in groups for the scavenger hunt
● Provide an extra resource with measuring units and helpful measuring information
● Provide one on one assistance if needed
ELL:
● Provide a vocabulary sheet with definitions with visual pictures
● Allow students to work in groups
● Provide information that is connected to their culture if possible
● Provide key vocabulary on a word wall
HIGHLY PROFICIENT:
● Allow students to make predictions in extra space on their worksheet
● Allow students to make measurements conversions with a conversion formula
● Allow students to find objects with a given measurement from the teacher
ADHD:
● Break instructions down into smaller parts
● Check students work early and often
● Provide real-life examples
● Use technology and visuals
● Use students interests, for example (if students enjoy legos they can measure using
legos)
6. PROCEDURES FOR THE INTRODUCTION OF THE LESSON:
TEACHER STUDENT TIME

● ● 5 minutes
The teacher will introduce Students will apply
measuring and ask students knowledge to the best of
what they already know. their ability.
● ● Students will sit in their 10 minutes

The teacher will introduce the seats and listen to the
topic of nonstandard book. Students are
measurement, show a video expected to sit quietly.
of reading the book (Super
Sand Castle Saturday) or if a
parent would like to
volunteer to read the story
out loud.
○ https://www.youtube.
com/watch?v=y2Zhb
● dRAD1A
The teacher will demonstrate
how to measure properly with
paperclips, with no spaces in
between and in a straight line.
● The teacher will inform the ● 5 minutes
students what the objective of Students are expected to
the day is. learn the objective of
● the day and why. The
students are expected to
ask questions if they
need help.
Total
Minutes: 20
7. INSTRUCTIONAL ACTIVITIES:
GUIDED PRACTICE:

● 5 minutes
The teacher will pick names ●
Students will wait quietly
out of a jar.
● and sit at their desks.
The teacher will pick three
Students will be thinking
students to come up to the ●
● front of the classroom and ●

about which objects they
pick three objects, whether
that may be a book, a stapler, will choose when they go
or anything in the classroom. up to the front of the
As a class, the teacher and classroom.
the students will observe Students will watch the
how to use nonstandard units teacher use nonstandard
to measure each object. units.
○ Students will
observe how to
correctly use
them.
●
● The teacher will have 10 minutes
Students will line up at
students get into a line and
the door and wait quietly
go outside.
until they are ready to
The teacher will explain to
● leave.
the students what they are ●
Students will listen to
going to do.
instructions from the
○ Students are going to
teacher.
practice nonstandard ●
Students will find a
units using nature.
variety of items in nature,
Students will find
for example, (leaves,
similar things to
sticks, rocks) and
measure within
measure the objects.
groups. ●
Students will choose
● The teacher will group the three friends from their
entire class into a big circle.
class to compare their
The teacher will participate
● with all the students in this measurement answers.
●
activity. All students will get into
a group and compare and
contrast their findings.
Total
Minutes: 15
INDEPENDENT WORK:
● The teacher will introduce ● 2-5 minutes

what the students are going Students will come into
to work on during their the classroom and sit
independent work. down quietly until the
teacher gives the next
set of instructions.
● ● Students will start their 15 minutes
The teacher will distribute worksheet independently
worksheets to the entire after listening to
● class. instructions. Students
The teacher will explain to are allowed to ask for
●
the class that they are all help from a neighbor or
working independently. The from the teacher.
●
teacher will walk around to
make sure that the entire
class is understanding the
materials.
Total
Minutes: 20
8. PROCEDURES FOR THE CLOSING OF THE LESSON:

● ● 5 minutes
The teacher will wrap up Students will be
the lesson by asking what encouraged to measure
the students learned about something on their own
nonstandard units. at home for some extra
● marbles to fill up their
The teacher will encourage
the students to go home pizza party jar.
and measure items. (motivation)
Total
Minutes: 5
9. INSTRUCTIONAL RESOURCES AND MATERIALS:

● Youtube video (https://www.youtube.com/watch?v=y2ZhbdRAD1 A)
● Materials (paperclips, counters, cubes, books, stapler)
● Worksheets
● Common outdoor objects (rocks, sticks, leaves, etc)
10.REFLECTION:
(1) Where do you anticipate students will have difficulty?
The spacing of the objects (for example, students might put too much space in
between the others or stack them without being straight)
(2) What are some questions students might ask? “How do I know how many
(paperclips...) I need to put?”
(3) What comes next in the following lesson?
After this lesson, students will be introduced to measuring with standard units
TITLE OF LESSON: Standard Units
1. RATIONALE: The ability to accurately know how to measure will help students gain
the knowledge to apply measurements to everyday life activities. Teaching students about the
different measurement tools, their proper use and units will give students the guidance to be able
to measure effectively. The knowledge of measurement expands a student's vocabulary by
teaching the proper meaning and use of: shorter than, longer than, wide(r), length, width,
shorter, taller, etc. Learning how to measure creates a new academic skill but it also creates a
new lifelong skill.

tapes.

● List the standard units of measurement (centimeters, inches, and feet).
● Explain how centimeters, inches, and feet are different.
4. ASSESSMENT:
● At least 75% of the students will be able to list the standard units and explain why we
have standard units.
STRUGGLING LEARNER:
● Allow the students extra time throughout the activity
● Allow students to work in groups if needed
ELL:
● Provide information that is connected to their culture if possible (maybe showing that
their culture probably uses metric where we don’t)
HIGHLY PROFICIENT:
● Allow students to make their own posters to help students who don’t fully understand
measurements and their units
● Allow students to make measurement conversions with a conversion formula
● Allow students to create a worksheet for the class to complete
ADHD:
● Check Students work early and often
● Have classroom jobs

● ● The students will sit quietly 10-15
The teacher will review what the and pay attention from the minutes
students learned yesterday about review about nonstandard
nonstandard units and how we units.
measure something called standard ● The students will make
● units. observations with the ruler
The teacher will hand out a 12-inch they were given.
● ruler to each student. ● The students will answer the
Then the teacher will ask the students questions that the teacher has
what they notice about the ruler (the given them.
numbers, the length, do they know
● inches and centimeters?) The teacher
will then write the students’
● observations on the board. After
writing the students’ observations on
the board the teacher will ask
questions such as: “Does anyone
know what an inch is? Does anyone
know what a centimeter is? Why do
we have two different sets of units on
a ruler? Do you notice any
differences between inches and
● centimeters?
The teacher will then write the
students’ observations on the board.
● Look at the measure length chart. The
teacher will ask questions such as:
“Does anyone know what an inch is?
Does anyone know what a centimeter
is? Why do we have two different
sets of units on a ruler? Do you notice
any differences between inches and
centimeters?
Total
Minutes:
15 minutes
GUIDED PRACTICE:

● ● The students will follow 10 minutes
along with the teacher.
The teacher will place objects in
front of the class that have standard ● Students will sit quietly and
be thinking of questions if
units. For example, she will show
they are confused between
the students a ruler, meter stick,
the difference of standard
● yardstick, and a measuring tape. The
and nonstandard units.
teacher will explain that in the world
we use standard units to help us
measure things. For example, people
measure rooms in feet because it
would be silly for people to measure
everything in paper clips or pencils.
Total
Minutes:
10
minutes
INDEPENDENT WORK:

● ● 15 minutes
The teacher will hand out a The students will head
worksheet where the students will back to their desks and
have to cut out and glue the standard wait for the teacher to give
and nonstandard units of instructions.
●
measurement. The students will then
●
During this time the teacher will ask work on the worksheet that
students why we have standard units the teacher handed out
of measurement? The teacher will ●

ask, can you think of any everyday independently. After
activities where we use standard students have completed
measurements? this worksheet, they will
turn it in and the teacher
will check for
understanding.
Total
Minutes:
15 minutes

● ● Students will fill out the 5 minutes
The teacher will create a google form google form.
where the students have to go and fill ● Students will work on this
● the form out. independently.
The teacher will contain these
answers as a small “quiz” that will
just be taken for participation. There
will be questions such as “Is a
paperclip a standard unit?” “Why do
we have standard units (this will be a
fill in the blank)?” “Does a ruler have
inches or centimeters or both on it?”
Total
Minutes:
5 minutes
● Rulers
● Measuring tapes
● Yardsticks
● Meter sticks
● Standard units worksheet
● Poster paper to write on
● Students computers
● smartboard/whiteboard
10.REFLECTION:
I think students may have difficulty in grasping the concept of why we have standard
units. I also think students might confuse inches and centimeters because they are both
on the same tool.
(2) What are some questions students might ask?
● Why are standard units important?

● Why do we have inches and centimeters?
● Why are inches and centimeters on a ruler?
● Students will dive deeper into the knowledge of how to properly use a ruler and
measuring tape.
TITLE OF LESSON: Inch by Inch
1. RATIONALE: The ability to accurately know how to measure will help students gain the
knowledge to apply measurements to everyday life activities. Teaching students about the different
measurement tools, their proper use and units will give students the guidance to be able to measure
effectively. The knowledge of measurement expands a student's vocabulary by teaching the proper
meaning and use of: shorter than, longer than, wide(r), length, width, shorter, taller, etc. Learning
how to measure creates a new academic skill but it also creates a new lifelong skill.
● 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.

● Practice using a ruler correctly and appropriately.
● Practice using a measuring tape correctly and appropriately. ● Match units correctly
with certain measuring tools
○ Example - inches with rulers
4. ASSESSMENT:
● Measure and Compare Worksheet: Goal → At least 85% of the students are able to
correctly measure objects.
STRUGGLING LEARNER:
● Allow the students extra time on the Measure and Compare worksheet
● Allow students to work in groups or independently on Measure and Compare
worksheet
● Provide but out shoelaces in various sides
● Provide a physical ruler instead of a paper ruler
ELL:
HIGHLY PROFICIENT:
ADHD:
● Check students work early and often

2 minutes
● The teacher will provide rulers and ● Students will connect to what
tape measures in person to show the they already know about
students. measuring.
● The teacher will ask students if ● Students can share if they are
they have seen this item before and familiar with a measurement
what they would use it at home or tool
anywhere in the world.
● ● Students will raise their hands to 3 minutes

The teacher will start the lesson
be called on to ask questions
with this video on a ruler.
after the video.
○ Video:https://youtu.be/VzW
● Students will participate in the
2sdCe228
● conversation that the teacher is
The teacher will stop the video leading.
periodically and ask students to
recall what was mentioned in the
video.
● ● Students will sit quietly as the 10 minutes

The teacher will read aloud a book teacher reads the book Students
about measuring.
● will participate in conversations
○ Inchworm and a Half by and questions that the teacher is
Elinor J. Pinczes The leading or asking.
teacher will stop reading
periodically and ask students to
recall what was mentioned in the
book and to ask questions to the
class.
Total
Minutes:
15 minutes
GUIDED PRACTICE:

● ● 10 minutes
The teacher will hand out one Students will write their name on
worksheet called “Lengthy Laces” the worksheet.
to each student and remind students ●
Students will listen to any
to write their name on it. instructions given by the teacher.
● ○ This worksheet will be done ● Students will cut out the rulers at
the bottom of the page carefully
with the teacher AND
on the dotted line.
students.
● ● Students and the teacher will do
The teacher will ask students to
the first problem as a class.
follow along and read the directions
● Students will look at one
together out loud.
problem at a time with the
The teacher will ask students to
● teacher.
pull out their scissors and have
● Students will raise their hands to
them cut out the ruler on the
answer any questions.
dotted line at the bottom of the
● page. The teacher and students ○ Students will be looking
will measure the first shoelace at the ruler and giving
together as a class using a ruler their answers in inches.
The teacher will move onto the
next shoelace after the class is done
recording their answer.
○ Ask students to look at the
●
measurement and give their
answer on how long the
shoelace is.
The teacher will give students some
time to use the ruler for the other
● problems.
○ They will work together as
a table or independently. The
teacher will make sure to ask
students if the answer makes sense
with the given problem.
○ Give any extra explanations
if needed.
● ● 8-10
The teacher will ask students to Students and the teacher will do
minutes
share a tape measure at their table. the first problem as a class.
● ●
The teacher and students will Students will look at one
measure the first shoelace together problem at a time with the
as a class using a measuring tape. teacher.
● The teacher will move onto the ●
Students will share a measuring
next shoelace after the class is done tape as a table group.
● Students will write down their
recording their answer. measuring tape answer next to
○ Ask students to look at their their ruler’s answer.
answers that they got with a ● Students will raise their hands to
ruler. answer any questions.
○ Did you get the same ○ Students will be looking
measurement? at the ruler and giving
The teacher will give students some their answers in inches.
time to use the measuring tape for
the other problems
○ They will work together as a
● table or independently. Make sure
to ask students if the answer makes
sense with the given problem.
○ Give any extra explanations
if needed.
●
Total
Minutes:
20 minutes
INDEPENDENT WORK:

● 15 minutes
The teacher will hand out one ● Students will work with the
worksheet called “Measure and teacher on the worksheet called
Compare” to each student and “Measure and Compare”.
remind students to write their name ● Students will decided is they
on it. want to work in a group or
○ This worksheet will be done independently.
independently by the ● Their group will decide if they
student. want to measure their objects
●
The teacher will ask students to using a measuring tape or a ruler.
follow along and read the directions ● Students will be asked to use
● units when giving their answers.
together out loud.
Students will raise their hands to
○ The student will choose to
ask questions.
measure the items using a
measuring tape or the ruler. The
teacher will ask students to pull out
their scissors and have them cut out
● the ruler on the dotted line at the
bottom of the page.
○ If they choose to use a ruler
The teacher will walk around the
room and help students whenever
they need help.
●
● The teacher will go over the answers ● 5 minutes
with the class Students will share their answer
with the class.
○ The students will show
their specific items they
measured and give their
measurements to the class.
Total
Minutes:
20
● ● 5 minutes
The teacher will ask the class what Students will answer questions
they noticed different and similar when the teacher asks them.
●
between the measuring tapes and Students will sit quietly and
the rulers. think about the differences and
● similarities between the
Ask the class which one they would
prefer to use in specific situations. measuring tapes and the rulers.
Total
Minutes: 5
minutes

● Ruler- around 10 or one per student if possible
● Measuring Tape - around 10 if possible
● Measuring video--Video:https://youtu.be/VzW2sdCe22 8
● Inchworm and a Half by Elinor J. Pinczes
● Lengthy Laces worksheet--Education.com
● Measure and Compare worksheet--Education.com
● Shoelaces cut into different sizes
● Scissors
● Notebook
● Shoe
● Crayon
10.REFLECTION:

● Students may have a hard time working with the measuring tape because it is
tricky because it likes to wind itself back up and the tape bends.
● Students also may have a difficult time to make sure that their ruler lines up with
zero every time they measure.
● What do you measure with a ruler/measuring tape for?

● Why wouldn’t we have to measure things?
● When will I need to use a ruler/measuring tape in the real world?
● The next lesson will be on a yardstick and a meter stick. Students will have more
hands-on practice using each measuring tool.
TITLE OF LESSON: Yard and Meter Sticks
1. RATIONALE: The ability to accurately know how to measure will help students gain the
knowledge to apply measurements to everyday life activities. Teaching students about the different
measurement tools, their proper use and units will give students the guidance to be able to measure
effectively. The knowledge of measurement expands a student's vocabulary by teaching the proper
meaning and use of: shorter than, longer than, wide(r), length, width, shorter, taller, etc. Learning
how to measure creates a new academic skill but it also creates a new lifelong skill.

tapes.

● Practice using measuring tools correctly and appropriately.
● Apply the correct measuring tools to different objects.
● Match units correctly with yardstick and meter stick.
4. ASSESSMENT:
● Students will turn in the group worksheet for yardstick and meter stick measurements.
● Students will write and turn in one thing that they learned and one thing that they are
unsure about.
STRUGGLING LEARNER:
● Allow the students extra time to work
ELL:
HIGHLY PROFICIENT:
● Allow students to find more items to measure
ADHD:
● Use technology and visuals when able

● ● Students will recall using a ruler 5 minutes
The teacher will do a quick review.
and measuring tape.
Ask students what measuring tool
● Students will answer what units
we learned.
are used for what measuring
○ The teacher will ask the tool.
students-What the units are
used?
● The teacher will have a yardstick ● Students will look at the 5 minutes
for each group of tables for students ● measuring tool in front of them.
to look at. ○ Students will raise their
○ Ask students if they know hands and ask the
what this is and if they have teacher’s questions.
seen it before. ○ Students will share if
○ Tell students that this they have seen or used a
measuring tool is called a yardstick before. Students will
review how many inches are in
yardstick.
one foot to figure out how many
The teacher will tell students that a inches are in one yardstick.
yardstick equals 3 feet.
○ Review: how many inches
● are in one foot?
○ If there are 12 inches in one
foot; how many inches are in
a yardstick? (answer: 36
inches)
The teacher will tell students what
we measure with a yardstick.
○ Something not round and
● anything bigger than a ruler.
● ● Students will look at the 5 minutes
The teacher will have a meter stick
measuring tool in front of them.
for each group of tables for students
to look at. ○ Students will raise their
○ Ask students if they know hands and ask the
teacher’s questions.
what this is and if they have
seen it before. ○ Students will share if they
○ Tell students that this have seen or used a meter
stick before.
measuring tool is called a
meter stick.
●
The teacher will tell the students
that when working with a meter
sticks the units we use are
millimeter (mm) and centimeter
(cm).
○ Tell students that we will be
dealing with centimeters
(cm).
● The teacher will tell students that one
(1) meter stick is 100 cm.
○ That is about 39 inches.
○ For one (1) inche is about
2.5 cm.
● The teacher will tell students what
we measure with a meter stick.
○ Something not round and
anything bigger than a ruler.
Total
Minutes:
15 minutes
GUIDED PRACTICE:

● ● Students will help read the 8 minutes
The teacher will show them how to
measurements of the objects
measure a yardstick correctly when
the teacher is measured.
they are done.
● Students will record the
○ Like a ruler → line it up with
measurements with the correct
the object that you are
units.
measuring.
● ● Students will number the
The teacher and students will measure
items from smallest (1) to
and record together on the “yardstick biggest (4).
measurement” worksheet the
following items.
●
The teacher and students will order the
items from smallest (1) to biggest
(4).
● The teacher will show the students ● Students will help read the 8 minutes
● measurements of the objects
how to measure a meter stick
the teacher is measured.
correctly.
Students will record the
○ Like a ruler → line it up with
● measurement with the correct
the object that you are
units.
measuring.
Students will number the
The teacher and students will measure
items from smallest (1) to
and record together on the “meter biggest (4).
● stick measurement” worksheet (on the
back side of the “yardstick
measurement”) the following items.
The teacher and students will order
the items from smallest (1) to biggest
● (4).
Total
Minutes:
16 minutes
INDEPENDENT WORK:

● ● 15 minutes
The teacher will put students into
Students will work in
groups.
● The teacher will read the directions ● groups.
Each groups gets one
on the group worksheet:
● worksheet.
○ Groups members will take
Groups members will take
turns measuring and turns measuring and
recording measurement. recording measurement.
●
○ Groups will need to find Groups will need to find
two (2) items in the two (2) items in the
classroom, hallway, and classroom, hallway, and
outside to measure. outside to measure.
● Groups will write down
○ Groups will write down
what they measured and
what they measured and the
the length of that item.
length of that item.
○ Number 1 will be measured ○ Number 1 will be
with a yardstick and measured
with a yardstick and
Number 2 will be measured
Number 2
with a meter stick will be measured
using the with a meter stick
using the correct
correct units. units.
The teacher will give students 5
minutes or so to find two items to
●
measure and record from the
classroom, hallway, and outside.
The teacher will give students hints
or ideas on what to measure if they
● are struggling to find things.
Total
Minutes:
15 minutes

● Students will sit in groups. 10 minutes
● The teacher will come back to the
classroom with students to ● Students will discuss the
discuss what each group things that are measured and
the length of the item.
● measured. The teacher will start
with yardstick finding. ○ First yardstick
○ Write what it is and the ○ Than meter stick
length on the white board. ● Students will make sure they
are using the correct units.
■ Make sure students
● Students will order items
are using the
from smallest to biggest.
correct units.
○ Students compare all the
items.
○ Students will list them
from smallest to biggest
● The teacher will repeat the same
steps for the meter stick.

● The teacher will have students ● 5 minutes
Students will write:
write one thing that they learned
today and one thing that they are ○ One thing that they
unsure about or any questions. learned.
○ One thing they are
unsure about or any
questions.
Total
Minutes:
15 minutes

● Projector
● Screen / White Board
● Dry Erase Markers
● Pencil
● Ruler
● Measuring Tape
● Ten (10) or more of each item:
○ Meter Sticks
○ Yard Stick
● Yardstick Measurement Worksheet
● Meter Stick Measurement Worksheet
● Yardstick AND Meter Stick Group Worksheet
● Book
● Bookshelves
● Teacher’s Desk
● Student’s Desk
10.REFLECTION:

● I feel that students will have a difficult time understanding what is a centimeter
compared to inches. On a meter stick there are a lot of little marks that may
confuse students when they read it.
● What do you measure with a yardstick / meter stick?

● Why wouldn’t we just use a measuring tape to measure things that are bigger than
a ruler?
● When will I need to use a yardstick / meter stick in the real world?
● What will come after this lesson will be an overall lesson recapping on using a
ruler, measuring tape, yardstick, and a meter stick. Students will have more hands
on practice using each measuring tool.
Name__________________________________________ Date________________
Yardstick Measurement.
Directions: Measure the following items with a yardstick . Record the length of the
item with the correct units. Once all four things are measured and recorded, order the
items from smallest (1) to the biggest (4) item.
Item Measured Length Order Smallest (1) to

Biggest (4)
Book
Bookshelf
Student’s Desk
Teacher’s Desk
Name___________________________________________ Date________________
Meter Stick Measurement.

Directions: Measure the following items with a meter stick . Record the length of the
item with the correct units. Once all four things are measured and recorded, order the
items from smallest (1) to the biggest (4) item.
Item Measured Length Order Smallest (1) to

Biggest (4)
Book
Bookshelf
Student’s Desk
Teacher’s Desk
Names__________________________________________ Date________________
Yardstick and Meter Stick
Directions: Groups members will take turns measuring and recording measurement.
Groups will need to find two (2) items in the classroom, hallway, and outside to measure.
Groups will write down what they measured and the length of that item. Number 1 will be
measured with a yardstick and Number 2 will be measured with a meter
stick using the correct units.
Classroom:
Item Measured Length
1. 1.
2. 2.
Hallway:
1. 1.
2. 2.
Outside:

1. 1.
2. 2.
TITLE OF LESSON: Let’s Measure!
1. RATIONALE: The ability to accurately know how to measure will help students gain
the knowledge to apply measurements to everyday life activities. Teaching students about
the different measurement tools, their proper use and units will give students the guidance
to be able to measure effectively. The knowledge of measurement expands a student's
vocabulary by teaching the proper meaning and use of: shorter than, longer than, wide(r),
length, width, shorter, taller, etc. Learning how to measure creates a new academic skill
but it also creates a new lifelong skill.

tapes.

● Practice using measuring tools correctly and appropriately.
● Apply the correct measuring tools to different objects.
● Match units correctly with certain measuring tools
○ Example - inches with rulers, yards in yardsticks, and meters with meter sticks
4. ASSESSMENT:
● Measurement Tools Sacavage Hunt Self-Created Worksheet: Goal → At least 85%
of the students understand the correct uses of each tool
STRUGGLING LEARNER:
● Allow the students extra time on the scavenger hunt or hints throughout the activity
● Allow students to work in groups for the scavenger hunt
ELL:
HIGHLY PROFICIENT:
ADHD:

● The teacher will have rulers, ● The students will connect to 3 minutes
yardsticks, meter sticks, and tape what they already know and
measures for students. have learned about measuring.
● The teacher will ask students if ● Students will think about what
they know the following: tools they might have seen at
home.
○ Ruler
● Students can share if they are
○ Yardstick
familiar with a measurement
○ Meter stick
tool.
● ○ Measuring tape
The teacher will ask students if
they have any questions about the
measuring tools.
● ● Students will sit on the rug to 7 minutes
The teacher will start the lesson
watch the video. in total
with this video on measuring
● Students will raise their hands to (with 5
length. This will act as a review
● be called on to ask questions. minute
The teacher will stop the video
● The students will participate in video)
after each measuring tool (ruler, guessing which measuring tool
meter stick, yardstick, and to use on certain objects.
measuring tape).
○ Ask students to recall what
was mentioned in the video
about each tool.
●
The teacher will stop the video
when guessing which measuring
tool to use on with a certain object.
● ● 30 seconds
The teacher will go over learning The students will repeat the
objectives with students learning objective aloud.
Total
Minutes:
10 minutes
GUIDED PRACTICE:

● Students will write their name 8 - 10
● on the worksheet. Students minutes
The teacher will hand out one worksheet ● will listen to any instructions
called “How Long Is It?” to each given by the teacher.
student and remind students to write Students will look at one
their name on it.
● problem at a time with the
○ This worksheet will be done teacher.
● with the teacher AND students. The Students will raise their hands
teacher will ask students to look at the ● to answer any questions.
● picture of the Q-tip and a ruler The ○ Students will be
teacher will ask students how long the
looking at the ruler
Q-tip is in inches. and giving their answers in
○ Make sure to empathize that inches. This will be repeated
when using a ruler, students will for the pictures of the
be using the measuring unit screwdriver, match, pencil,
called “inches”. and paintbrush.
● ●
The teacher will ask the students why
● the answer is “3 inches long? The
teacher will move onto the next
picture of the red straw.
○ The teacher will ask students to
look at the measurement and
give their answer on how long
● the straw is.
The teacher will repeat this with the
pictures of the screwdriver, match,
● pencil, and paintbrush.
The teacher will make sure to ask
students if the answers make sense with
the given problem.
○ The teacher will give any extra
explanations if needed.
● The teacher will hand out a “Measure ● The students will work with 10
It” worksheet to the entire class. The ● the teacher on the “Measure minutes
teacher will work with students as a It” worksheet
●
group and go over each picture. The The students will suggest
teacher will start with the dry what measuring tool should
●
● be used to measure certain
erase marker
The teacher will ask the items.
○ students what tool they would The students will figure out
use to measure this. which tool to measure the
The teacher will measure the object with, students will
○ marker with a ruler. ● then watch the teacher
The teacher will walk around measure the objects.
○ the room for students to see or ● The students will raise their
show on the projecting screen. hands to ask questions. The
Ask students how long it is and students will be asked to
○ what units they use with a remember to use units when
ruler. ● writing and giving their
Write the # inch(s) in the unit answers.
○ box Students will record what the
Circle “ruler” in “What tool do teacher is writing on the
○ you use? Box. worksheet.
Repeat the same steps for the
●
next
pictures.
Total
Minutes:
20
minutes
INDEPENDENT WORK:

● The teacher will explain how ● 10 minutes
everything we worked on will The students will be able to
now be incorporated into a take a minute to look over
scavenger hunt. what is being asked for.
(This would be the time for
questions)
● ● The students will participate 10 minutes
The teacher will tell the in their groups for this
students that they may work in
activity.
groups to complete the
scavenger hunt.
Total
Minutes:
20 minutes

● ● The students will share the 5 - 10
The teacher will go over the items objects, lengths, and what minutes
and measurements that students measuring tool they used to
found on their scavenger hunt. The measure with.
● teacher will ask what items you can
measure at home and with what
measuring tool.
● ● The students will record the *As

Time Filler: needed
○ The teacher will allow items they measurement
students to practice ○ Including the length
measuring items in the ○ Correct units
classroom with a measuring ○ What measuring tool
tool of their choice. they used
Total
Minutes:
5 - 10
minutes
● Meter Sticks - around 10 if possible
● Ruler- around 10 or one per student if possible
● Yard Stick - around 10 if possible
● Measuring Tape - around 10 if possible
● Dry Erase Marker
● Classroom Rug
● Teacher’s Desk
● Kleenex Box
● Youtube video
○ https://www.youtube.com/watch?v=VWiNbUNrsk4
● “How Long is it” Worksheet
○ https://www.education.com/download/lesson-plan/measure-it-man/measur e-it-
man.pdf#
● “Measure it” worksheet (Self-created)
● Measurement Scavenger Hunt (self-created)
10.REFLECTION:
● Students who are not familiar with the materials/how to use them may have a
difficult time finishing and or starting the scavenger hunt.
● What is the difference between a ruler and a meter stick?

● Why do I need to learn this?
● How do I know when to use a ruler and when to use a yardstick?
● This is the end of the lesson. They will use these skills for other projects and in
other grades as they get older
Name:________________________
Date:_________________________
Measure It
Directions: As a class, find the lengths of classroom objects.
Unit What tool did you use? Circle one

Length
Dry Erase Ruler Meter stick
Marker ______
_______
Yardstick Measuring tape
What tool did you use? Circle one

Classroom
Rug _______ ______
Ruler Meter stick

Teachers
Desk _______ ______ Ruler Meter stick

Kleenex ______
box _____ Ruler Meter stick

Name:________________________
Date:_________________________
Measurement Scavenger Hunt
Directions: As a class, find the lengths of classroom objects. Make sure to include your
units!
Measurement tool Items Length with Unit

1) 1)
____________________ _______________________
2) 2)
Ruler
1) 1)
____________________ _______________________
2) 2)
Meter Stick
1) 1)
____________________ _______________________
2) 2)
Yardstick
1) 1)
____________________ _______________________
2) 2)
Measuring tape

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Final 2nd Grade Measurement Samantha M

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SUBJECT: Mathematics

GRADE LEVEL: 2nd Grade

TITLE OF LESSON: Nonstandard units

2. COMMON CORE STANDARDS TO BE ADDRESSED:

3. OBJECTIVES: Students will be able to:

6. PROCEDURES FOR THE INTRODUCTION OF THE LESSON:

TEACHER STUDENT TIME

● ● Students will sit in their 10 minutes

TEACHER STUDENT TIME

● front of the classroom and ●

TEACHER STUDENT TIME

● The teacher will introduce ● 2-5 minutes

8. PROCEDURES FOR THE CLOSING OF THE LESSON:

TEACHER STUDENT TIME

9. INSTRUCTIONAL RESOURCES AND MATERIALS:

(1) Where do you anticipate students will have difficulty?

(paperclips...) I need to put?”

(3) What comes next in the following lesson?

TITLE OF LESSON: Standard Units

2. COMMON CORE STANDARDS TO BE ADDRESSED:

● CCSS.MATH.CONTENT.2.MD.A.1-- Measure the length of an object by selecting

3. OBJECTIVES: Students will be able to:

TEACHER STUDENT TIME

TEACHER STUDENT TIME

TEACHER STUDENT TIME

of measurement? The teacher will ●

8. PROCEDURES FOR THE CLOSING OF THE LESSON:

TEACHER STUDENT TIME

9. INSTRUCTIONAL RESOURCES AND MATERIALS:

(1) Where do you anticipate students will have difficulty?

(2) What are some questions students might ask?

● Why are standard units important?

(3) What comes next in the following lesson?

TITLE OF LESSON: Inch by Inch

2. COMMON CORE STANDARDS TO BE ADDRESSED:

● CCSS.MATH.CONTENT.2.MD.A. 1-- Measure the length of an object by

3. OBJECTIVES: Students will be able to:

6. PROCEDURES FOR THE INTRODUCTION OF THE LESSON:

TEACHER STUDENT TIME

● ● Students will raise their hands to 3 minutes

● ● Students will sit quietly as the 10 minutes

TEACHER STUDENT TIME

TEACHER STUDENT TIME

8. PROCEDURES FOR THE CLOSING OF THE LESSON:

9. INSTRUCTIONAL RESOURCES AND MATERIALS:

(1) Where do you anticipate students will have difficulty?

● What do you measure with a ruler/measuring tape for?

(3) What comes next in the following lesson?

TITLE OF LESSON: Yard and Meter Sticks

2. COMMON CORE STANDARDS TO BE ADDRESSED:

● CCSS.MATH.CONTENT.2.MD.A.1-- Measure the length of an object by selecting

3. OBJECTIVES: Students will be able to:

6. PROCEDURES FOR THE INTRODUCTION OF THE LESSON:

TEACHER STUDENT TIME

TEACHER STUDENT TIME

TEACHER STUDENT TIME

8. PROCEDURES FOR THE CLOSING OF THE LESSON:

TEACHER STUDENT TIME

steps for the meter stick.

9. INSTRUCTIONAL RESOURCES AND MATERIALS:

(1) Where do you anticipate students will have difficulty?

(2) What are some questions students might ask?

● What do you measure with a yardstick / meter stick?