Lesson # 2 of 2 Grade Level: 2

Central Measuring with inches

Focus

Math: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-
generation-mathematics-p-12-standards.docx

NY-2.MD.1. Measure the length of an object to the nearest whole by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
NY-2.MD.3. Estimate lengths using units of inches, feet, centimeters, and meters.
Standard

Students will be able to estimate measures and measure the length and height to the nearest inch
Learning by using a ruler.
Objective

Smartboad, Powerpoint Slides, Video, Ruler

Materials Video: https://www.savvasrealize.com/content/viewer/standalone/loader/view/f2d634ed-6d1d-33d9-
b125-e7600f8ffce6/23/nonscorable

This lesson emphasizes conceptual understanding and procedural skill. Students deepen their
understanding of measurement by using a ruler so that they can measure objects to the nearest
Purpose inch. They develop their measuring skills by using a tool to measure the length of objects in
standard units.
 Mini Lesson (I)

Teaching Point:
“Today I want to teach you how we can estimate the height and length of an object and then use a
ruler to measure it in inches.”

Teaching:
Explain to students that we measure to find the height and length of an object. We also measure
to compare two objects to see which is shorter or longer and shorter or taller.

Show students pictures of different objects that are one inch in size for reference (bottle cap,
paperclip, and thumb). Have students hold up their thumbs to visualize the size.

Explain to students that they can estimate before measuring an object. Estimating means that we
can take a reasonable guess at how high or long an object is.

Show students an image of a pencil and ask students to estimate the length. Listen for different
answers.

Show the same image of the pencil next to a ruler this time.

Explain to students how to use the inches side of the ruler to measure by:

1. Line the edge of the object up with the first line on the ruler (or 0).
2. Line up the other edge of the object.

“But what happens when the object doesn’t end exactly on the number?”
Instruction
Show students an image of a crayon next to a ruler that is about 4 inches.

Explain to students that we need to measure to the nearest inch by looking at the halfway mark. If
the object is longer than the halfway mark, we round up. If the object is shorter than the halfway
mark, we round down.

Active Engagement (WE):

Now show students an image of a notebook next to a ruler and have students turn and talk and
round to the nearest inch.

Bring the class back and ask students to hold up 1 finger if they think the answer is 4 inches and
hold up 2 fingers if they think the answer is 5 inches. Assess based on their answers.

Have students watch an interactive video where they can practice more on measuring to the
nearest inch.

Send students to do the math problems in the workbook on their own (Pages 699-702). Circulate
the room and assist any student that needs help.

Anticipated Difficulties:
Some students may forget to line up the object on the first line of the ruler and start at 1 instead.
Remind them exactly where they should place the object. Some students may also use the wrong
side of the ruler to measure. Remind them that they need to use the side that says “inches.”
 Students will be answering the questions in their math workbook on how to estimate the
Learning Task measurement of certain objects. Then they will use their ruler to get an exact measurement in
inches.

Have students share their work with others at their table. They can discuss the measurements that
Closing / they came up with. Then, explain to students that this is a useful skill that they will need in their
Debrief everyday lives.

Informal Assessment:
Turn and Talk/Interactive Video: Asking students to round to the nearest inch during the Active
Engagement.
Assessments
Formal Assessment:
Check all students’ answers when they are finished with the problems in their workbook.

I will provide specific students with rulers that are marked exactly where they should be placing
the object. This will help students who tend to forget to start on the first line or on the zero.

Differentiation

Academic Height, Length, Measurement, Nearest Inch, Estimate

Language