WEEKLY BLOCK PLAN

Name: Danielle Goodman Dates: 2/21/-2/24 Class Period or Subject: Math

Topic: Measurement Grade Level: 2nd Co-op initials with date:

Monday No School / Presidents’ Days

Tuesday
PA Anchor/Standard or Standard - CC.2.4.2.A.1 - Measure and estimate lengths in
Eligible Content standard units using appropriate tools.
Lesson Objectives The Student Will Be Able To recognize what one can use for
measuring in feet and meters with at least 85% accuracy.
Sequence of activities - Here we will start off with a review of our inches and
feet.
- The first thing we will do will be apply it on pages 511-
512. We will do the first one together and then I want
them to do number two and number four by themselves.
- Then, we will check our problems and go into measuring
in feet and meters.
- We will have a visual aid that shows the length of a ruler
for inches and centimeters and a yardstick. (This will be
up the whole week)
- For review, we will discuss that the length of our elbow
to our tip of our hand is feet and a yard is the length of
our arms.
- Then we will go over things that people measure in feet
and meters on a power point.
- To discuss feet, we will have three kids jump in the front
of the classroom from one spot and measure how many
feet they can jump.
- Then our exit ticket for the day, will consist of students
using their prior knowledge and writing what kind of job
do they think workers will need to use these kinds of
measurements with.
Differentiation The differentiation in this lesson will come from having a visual
representation of what feet are. Then also with having
representation of what the centimeters, inches, and yardstick
look like so my visual learners can refer back to that all week.
Assessment They will be assessed this day through observation and through
their final self-reflection.
Wednesday
 PA Anchor/Standard or Standard - CC.2.4.2.A.1 - Measure and estimate lengths in
Eligible Content standard units using appropriate tools.
Lesson Objectives The Student Will Be Able To choose a tool for measuring the
length of the a given object with at least 85% accuracy.
Sequence of activities - This day we will start off in our math workshops! (They
will have about 5-6 minutes at their station)
- Then we will start off with a review of our poster. “What
do we measure with inches?” “What do we measure in
centimeters?” “What do we measure in feet?” “What do
we measure in meters?”
- After that we will look into our book on page 520.
- We will discuss how we measured our desk last week in
inches.
- Then we will show them that not only can it be measured
in inches, but also in feet. (Measuring tape)
- Then on page 521, we will go through the next couple
problems together.
- We want them to be able to grasp that even though we
can measure something in inches, it can also be measured
in feet to make it easier on us.
- They will apply their knowledge now to questions 4-6 on
page 522.
- Number 6 will be the closing question of the day for me
to assess just how well this material is getting a crossed
to them. (I will also show them a visual to help)
Differentiation Differentiation in this lesson will be seen through visual aids and
hands on activities. It will allow for the process of my lesson to
be encouraging for multiple learning styles.
Assessment My assessment will be through question answering and
discussion on the problems we go through and do. The final
assessment will be question 6 on page 522.
Thursday
PA Anchor/Standard or Standard - CC.2.4.2.A.1 - Measure and estimate lengths in
Eligible Content standard units using appropriate tools.
Lesson Objectives The Student Will Be Able To measure lengths using centimeters
and meters in a given problem with at least 85% accuracy.
Sequence of activities - Today, we are looking at centimeters and meters.
- I will show them a meter stick for visual connections.
- I want them to be able to figure out how many
centimeters are on a meter stick.
- This will allow them to connect the measurement tools
easier.
- The first thing we will do will be using our meter stick to
measure Mrs. Myers desk or the whiteboard.
- I want them to turn and talk and see if the tool that I used
was correct or not. Then I want them to tell me if I
 should have used a different one or if this one is the best
option for what I am trying to find.
- We will do page 528 together. I want them to especially
do question 5 to connect which tool would be used for
which object.
- My assessment for this day will be question 7.
- Depending on time, we may do the additional practice
together.
Differentiation In this lesson, it will be differentiated through visual
representations and by interactive items to measure. This will
allow my students who connect more with visual and kinesthetic
types of learning to be successful with the materials.
Friday
PA Anchor/Standard or Standard - CC.2.4.2.A.1 - Measure and estimate lengths in
Eligible Content standard units using appropriate tools.
Lesson Objectives The Student Will Be Able To use a ruler repeatedly in a given
exercise with at least 85% accuracy.
Sequence of activities - For the start of this day, they will be allowed to begin
with their math workshop!
- After they do that for a couple minutes, we will move
into measuring with feet and meters.
- We will review what tools are used to measure foot and
meters.
- Then we will go into page 532. I want them to pull from
what they already know to do questions 2 and 3. (We
will come around and check)
- Then we will do both pages 535 and 536. This will allow
for more practice with our next activity.
- Then after that is over each student will have five
minutes to color their piece of paper however they would
like. (5 minute timer will be on the board so that they
know when time is up, there will be no more drawing)
- We will fold their paper into a paper airplane.
- Each student will take a turn and we will mark the spot
where their airplane landed.
- Afterwards, we will measure how far each airplane went!
Differentiation My differentiation in this lesson is seen more vividly on this
day. They will have a big hands on activity that allows the
students to participate and choose the correct measurement
tools. They will make the airplane (Hands on), visually see
where the plane lands, mark the spot, and determine using the
right tool.
Assessment The assessment this day will be question 7 in their math book
and also if they can choose the correct tool to measure the
distance of their airplane.
Modification/Accommodation (Generalized across the week):
The modifications and accommodations in this lesson will be for Isaac and Willow. We will
give them more time on each activity. They will be allowed to have pull out sessions with our
Title 1 teacher. We will focus more on getting them used to using the ruler.
End of the week self-evaluation: