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Arabella Dacunos

Professor Wyckoff

EDU 220

19 Nov 2023

DI Lesson Plan

Subject: Math

Grade: Second Grade

Topic: Exploring Measurement with Car Toys

Title: Racing into Measurement

Nevada Academic Content Standards:

1. Mathematics / Measurement and Data (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.

2. Mathematics / Measurement and Data (2.MD.A.3): Estimate lengths using units of

inches, feet, centimeters, and meters.

Objectives:

➢ The student will apply their understanding of distance measurement through creative

activities with 80% accuracy.

➢ The student will collaborate to solve challenges related to inches, feet, and yard

conversions with 80% accuracy.

➢ The student will apply collaborative problem-solving techniques to analyze and resolve

mathematical challenges in a group setting with 75% accuracy.

Materials:
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Assorted pull-back car toys

Yardsticks or measuring tapes

Pencil

Paper or notebooks

Stopwatch or timer

Tape or sticky notes

Procedure:

Orient:

➢ Begin with a discussion about different units of measurement, focusing on yards. Explain

their relevance in real-world scenarios.

➢ Students will watch a YouTube video about measurement:

https://www.youtube.com/watch?v=P9sYvDCnI0g

➢ Define essential vocabulary:

○ Yards: A unit of length equal to three feet or 36 inches.

○ Inches: A unit of length in the Imperial system, equal to 1/12th of a foot or about

2.54 centimeters in the metric system.

○ Feet: A foot is a unit of length equal to 12 inches or about 30.48 centimeters.

○ Measurement: The process of assigning a numerical value to a physical quantity

based on a chosen unit, allowing for standardized comparison and quantification.

➢ Explain the concept of measuring distance using yards and miles with toy cars.

➢ Students will learn to apply measurement skills in a fun and interactive way.

Prerequisites/Review:
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➢ Review basic measurement concepts and vocabulary (inches, feet) using visuals and real-

life examples.

➢ Review basic measurement concepts (inches, feet) to build on prior knowledge.

➢ Ensure students understand the concept of comparing lengths.

Introduction:

➢ Begin by gathering the students and introducing the concept of measurement.

➢ Show them the toy cars and rulers, explaining that they will be using these tools to

measure distances.

➢ Emphasize the importance of placing the ruler straight and starting from the beginning

point of the car's movement.

➢ Demonstrate how to use the yardstick to measure a yard on the floor.

➢ Measure the distance using the yardstick and then show how to add up the inches beyond

one yard.

➢ Engage the students in a discussion about the relationships between inches, feet, and

yards.

➢ Highlight that there are 36 inches in a yard and 12 inches in a foot.

➢ Ask them to measure the distance their car travels in inches and then convert it to feet and

yards if necessary.

Teach and Model:

➢ Visual: Use toy cars and yardsticks to demonstrate measuring distances in both yards and

miles. Draw examples on the board.

➢ Auditory: Explain the steps involved in measuring, emphasizing the importance of

accuracy.
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➢ Kinesthetic: Allow students to handle toy cars and yardsticks, practicing measuring

distances.

Examples:

Display a ruler and point to the markings.

“Rulers are like the magic wand of measurement. And here's a fun fact: Did you know

there are 36 inches in a yard? That's right! So, when a car speeds along, we'll measure its

journey in inches.”

Draw a simple race track on the board.

“What if our speedy car races beyond a single yard? For example, if our car traveled one

yard and 28 inches, how do we figure out the total in inches?”

Engage the students:

“We add them up: 36 inches from the yard plus 28 inches. That's a grand total of 64

inches! Or, if we want to be extra precise, we could say it's 1 yard, 2 feet, and 4 inches.”

Model:

➢ Assign the students to groups of three or four and distribute one pull-back toy car and one

yardstick to each group.

➢ Instruct the students to take turns pulling back the toy car and letting it go, then using the

yardstick to measure how far it traveled.

➢ Tell them to record their measurements on a sheet of paper.

➢ Show students different types of toy cars and introduce the yardstick or measuring tape.

➢ Demonstrate how to measure a toy car's distance using yards.

➢ Provide clear instructions on how to record measurements accurately.

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○ If the car goes beyond the yardstick measurement, then they can put tape on

where the yardstick ends and slide the yardstick to measure where the car is.

○ If they are using a measuring tape, then have them put tape on the starting line

and measure where the car stops.

Check for Understanding/Guided Practice:

➢ Have students practice measuring distances using toy cars and yardsticks. Encourage

teamwork and offer support as needed.

➢ Engage students in a discussion about their predictions on how far different toy cars will

travel.

➢ Have students take turns measuring the distance their toy cars travel and recording the

results.

Practice, independent and group:

➢ Encourage them to conduct multiple trials for accuracy.

➢ Divide the class into small groups of 3-4 students each.

➢ Explain the challenge: Each group has to come up with a creative way to make their pull-

back car travel the farthest distance.

➢ Provide materials for them to plan and record their ideas.

➢ They can test their ideas and make adjustments as necessary.

Station 1: Individual Measurement

➔ Provide each student with a pull-back toy car, a yardstick, and an individual sheet

of paper.
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➔ Instruct the students to pull back the toy car, let it go, and measure the distance it

travels using the yardstick. They should record their measurements on their

individual sheets of paper.

➔ Encourage them to conduct multiple trials for accuracy.

Station 2: Think/Pair/Share - Hypothesis Building

➔ Students will think individually about what factors might affect how far the toy

car travels.

➔ Ask a thought-provoking question or present a problem to the students.

➔ Give them a moment to think about their response individually. This encourages

independent thought and reflection.

➔ Then, they'll pair up and discuss their ideas, forming hypotheses together.

➔ Have students pair up with a partner (you can assign partners or let them choose).

➔ In pairs, they discuss their thoughts, share their ideas, and possibly challenge each

other's thinking.

➔ Finally, each pair will share their hypotheses with the whole class.

➔ Invite a few pairs to share their thoughts or solutions with the whole class.

➔ Encourage students to listen actively and respect each other's contributions.

Station 3: Group Work

➔ Divide the class into small groups of three or four.

➔ Assign each group a specific concept related to measuring distance (e.g., pulling

force, surface type, etc.).

➔ Each group shares what they've learned about measuring distance with the pull-

back cars and how to make them go farther with the rest of the class.
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Modifications:

➢ ELL:

○ Use visual aids and gestures to support understanding.

○ Pair ELL students with a buddy who can offer additional explanations.

○ Provide bilingual measurement labels and materials.

➢ Gifted:

○ Encourage them to explore more complex scenarios, such as converting distances

between different units.

○ Challenge them to create a mini road map with accurate measurements and a

scale.

➢ Learning Disabled:

○ Offer preferential seating and additional time for tasks.

○ Provide clear verbal instructions and check in with students individually to ensure

comprehension.

○ Assign specific roles within each team to accommodate different learning styles.

Closure:

➢ Have each team share their findings and discoveries about measuring distance using toy

cars.

➢ Students clean up and go back to their assigned desks.

➢ Ask students to reflect on what they learned and how they can use this knowledge in

everyday situations.

○ Example: Measuring the length and width of a room in your house using yards or

measuring furniture when rearranging rooms.

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Assessment:

➢ Evaluate the team presentations and observe the level of collaboration, accuracy in

measurements, and understanding of yard and mile conversions.

➢ Conduct observations during group activities, focusing on teamwork, accuracy in

measurements, and understanding of yard and mile conversions.

➢ Review students' recorded measurements to ensure accuracy.