College of Western Idaho Lesson Plan Template

Name Date
Alexandria Nottingham 24 October 2021

Subject/Grade Topic
Math/2nd Grade Measurement and Data

The Big Idea(s) or Essential Question(s) & Pre-Work

● What can we use to know the length of something?

● What units can we use to measure a [specific object]?
● Can we compare the lengths of two objects that are the same or different?

Big Idea: measure gummy worms to grab attention (then stretch gummy worm
and measure, then compare measurements)
Pre-Work:
● get gummy worms
● Rulers (with both inches and centimeters)
● Prepare pencil box full of Pencils,
State of Idaho and/or Common Core Standards Addressed

Measurement and Data – 2.MD Measure and estimate lengths in standard units.
1. Measure the length of an object by selecting and using appropriate tools such
as rulers, yardsticks, meter sticks, and measuring tapes. 2. Measure the length
of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the
unit chosen. 3. Estimate lengths using units of inches, feet, centimeters, and
meters. 4. Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.

Objectives/Learning Targets
(what the students will be able to do as a result of the lesson)

● The student will be able to measure the length of an object by using a

ruler and using different units on the same object
● The student will be able to estimate lengths
● The student will be able to determine how much longer one object is
compared to another using a measurement

Outcomes
SWBAT

The student will demonstrate being able to measure an object in two different
units by completing a measurement packet and correctly stating which unit
goes to which measurement.
SWBAT

The student will demonstrate being able to compare how much longer one
object is to another by correctly identifying which object on the worksheet is
bigger and by how much.

Materials/Resources/Supplies

● Ruler
● Measurement Packet
● Gummy worms (enough for each student to get a few)
● Desk
● Pencil box filled with (pencils, crayons, paper clips, staples, etc.)

Activities/Procedures (include anticipated time for each)

Introduction/Activator

● I will capture the classes attention by handing out a packet of gummy

worms to each student and say, “please do not eat your gummy worms
yet, you will get the opportunity but if you eat them all before you are
done with this packet then you won’t get anymore and won’t be able to
complete this packet.“ (2 mins)
● Begin powerpoint presentation of their packet (15 min)
● I will explain the rules of using a ruler
● A ruler is a tool not a toy
● You get what you get and you don’t throw a fit
● If I see you breaking the rules you will no longer be able to
use the ruler.
● I will explain to them what each measurement is and clear examples
of stuff to measure.
● Students and I will begin by filling out Using Measurement Tools
worksheet together.
 ●
● I will begin by asking each student to raise their hand if they
know what tool each object should be measured with.
● I will then ask each of them to measure their pencil with the
appropriate measurement they think should be used.
● (5 minutes) They will work individually to measure the objects
and fill out the measurement column.

Class Activities (20 min) Reasons for Activities

(what you/students will do) (why you will do them)

1. (5 min) Students will complete 1. These pages will allow the

pages three and four of the students to know how to
packet. measure the same object with
a. Pages three and four have two different units.
a pencil, crayon, eraser, 2. This page will allow the students
and a marker cap each to know how to estimate lengths
with arrows under them and allow me to see how well
for the students to they work with partners.
measure, there are boxes 3. This will be fun and engaging
to fill in the measurements activity to allow the students to
of inches and centimeters. know how to compare how much
2. (5 min) I will go over estimating longer or shorter and object is
lengths together with the class from the other.
then break them off into
partners to complete page five.
a. Page five has an easel,
artist, paint brush, and a
paint bucket, each with
arrows on the side for
students to measure.
There are boxes that each
student will fill in their
 estimated measurement
first then the actual
measurement of each
object.
3. (5 min) I will ask my students to
get out their gummy worms
a. They will estimate the
length of their gummy
worm. Then measure the
actual length of the
gummy worm.
b. They will stretch the
gummy worm as far as
they can without ripping it
and estimate the length.
Then measure the actual
length of the stretched out
gummy bear.
c. They will then compare the
length of the first and
second measurement to
see how much longer they
stretched their gummy
worm out.

Closure/Reminders

(10 minutes) To conclude the lesson, each student will get to complete the
packet and compare answers with other students as a class.
As students to help clean up all rulers and put everything back into the pencil
boxes.
Assessment
(how you will know students met the objectives - include rubric if applicable)

(10 Minutes) Ask students to complete a quiz about comparing and estimating
units.
Instructor will know if students met objectives by reviewing answers to the quiz
above. The next day the instructor will go over results and review any topics
that need reviewed, then move on to next math lesson.

Accommodations/Differentiation

Printed out packets and directions for the lesson will be given before asking
students to try on their own. For students who need a visual, I will provide a to-
do list on the white board and cross off as we go.
Group, partner, and individual work will be allowed for each student assuming
they stay on task; if not I will move them with a partner or by themself if a
group setting isn’t working.

Reflection/Evaluation

Reflect:
Student’s answers to quiz questions: Was the lesson effective?
Student’s actively working in groups, partners, or individually: Was the lesson
engaging?
Was enough time given to each student to work when asked to work
in groups, partners, or individually: Was the lesson efficient?

Link to Measurement Packet:

https://docs.google.com/presentation/d/
1ZJDTHGBkMmbPu6FXoJAnlYLzjwl544Yr_ZICl99wqDQ/edit?
usp=sharing

Link to Measurement Quiz:

https://docs.google.com/presentation/d/
1VFi5BZwFDRDWx25ak6qil51ZFBsEVca3UZQE96L6GoA/edit?
usp=sharing