Topic: Using Measurement Tools Grade Level: 2nd Grade Math Description: Students will engage in activities that

explore the units of measurement and the tools used in measurement. Students will practice using units of measurement and measurement tools. This lesson is based on classroom instruction and is intended to take an hour. There are 15 students in the classroom, some of which have special learning needs. The lesson is designed to incorporate the needs of every student. Content Area Standards: Measurement and Data Measure and estimate lengths in standard units. CCSS.Math.Content.2.MD.A.1 (grade 2): Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. Technology Standards: Standard 3.0: Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration. A. Learning 1. Use and understand how technology enhances learning a) Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills. Objectives: Students will be able to measure various items in the classroom using standard units of measurement. Prerequisites: -Students should be familiar with different units of measurement. -Students should be familiar with different measurement tools. -Students should be familiar with the difference between height and length. -Students should be able to compute simple addition problems. Pre-Assessment: Students will be handed a worksheet to pre-assess prior knowledge of the content matter. Answers will be verbally gone over and discussed in class. -Questions will assess their abilities to do simple addition. -Questions will assess their comprehension of units of measurement -Example questions: 6+6 = ____ 12 inches is equal to ____ ft. 2+1= ____ 3 feet is equal to ___ yard. 3+1= ____

Give an example of a measurement tool that is equal to 1 ft. _______ Revised: Instead of verbally going over the worksheet and discussing the answers students will be presented with the same questions on the interactive white board. Students will have the chance to give the answer to the question and write it on the board for the class to see. Opening: -To begin my lesson on measuring, I will begin with an activity to make my students aware of different units of measurement and measurement tools. I will have a measuring race using a ruler and yardstick to see who can measure the dry erase board the fastest. The outcome would prove that the yardstick is easier to measure the longer distance. -After the race, I will state to the class, in kid-friendly terms, the object of todays lesson. -I will tell the class that there are different length measurements because length can be very long or very short. I will explain how there are appropriate measurements and measurement tools for each kind of length. It is important to be able to understand when to use the appropriate kind of measurement to get the best answer in the fastest way. Revised: Instead of telling the class the objective, I will have a voki created that will inform the class of their objective for the day. -To relate this objective to real life I will give the class different scenarios of using the appropriate measurement. For example, a family is moving into a new house and they need to know if their couch will fit in the new living room. The family is aware of the appropriate measurement tools and know that it is smartest to use a tape measure because that measurements multiple feet using one tool. A friend is not sure what size her school picture is. This friend knows that it is appropriate to use a ruler to measure the sides of the picture. -I would then close my anticipatory set with a line such as, so everyday in real life, knowing how to measure length is useful, helpful, and important. Direct Instruction: -I will begin my direct instruction by modeling a think aloud with the book, How Long or How Wide, A Measuring Guide, by Brian P. Cleary. - The book uses the vocabulary words- length, inches, feet, and yards, and measurement. -When our book comes to each vocabulary word, we will stop, and together, we will think about what we have learned about each vocabulary word. - I will place a laminated vocabulary word on the board for the class to see. Revised: I pull up a created image using wordle that incorporates all of our vocabulary words. As the story is read and the vocabulary words come up, I will have students come up and circle each vocabulary word.

Guided Practice: -Students will create foldables using their vocabulary words. - As a class, we will create our foldable. I will instruct my students to print the word Inches on the outside of the top left foldable flap. I will have students verbalize a definition. I will write this definition on the board. Students will write this on the inside of the foldable corresponding to where they wrote inches. Revised: On the interactive white board I will have the vocabulary word locked and the definition behind the vocabulary word. Students will still verbalize the definition, but will now have a visual to help them write their definition in their foldable.

(Example of what a foldable looks like) -Students will complete a Measurement Scavenger Hunt. In groups students will go on a measuring scavenger hunt. Each student will be given a packet, this packet will include a page for each activity, with directions, and if appropriate a place for students to record answers. Revised: As a class we will play a measurement game from this website: http://www.adaptedmind.com/p.php?tagId=1048 After we play the game, I will give students a chance to come to the board and play with the ruler tool on the interactive white board. I will have students come up and draw me shapes using specific measurements. I will also have some pre-made shapes and have students measure those shapes. Independent Practice: -Students can create their own ruler. -Students will use construction paper and markers to create their own ruler. -Students will use a ruler to draw out the correct measurements on their own ruler. -On a separate piece of paper, using their ruler, students are to draw separate lines, representing inches. Example, the first line will be an inch long, the second line will be two inches long, the third line will be three inches long. -Each line needs to be labeled. -Students will hand in ruler and their sheet of paper with lines on it.

Closing: To assess the classes' understanding of measuring, I will close the lesson with an exit ticket that targets student's understanding of measuring. -Directions will be verbally given to the class, as well as written on the board. -The directions will be as follows: On the blank piece of white paper, trace your hand. Take a ruler and measure the length of your hand across. Mark the places you've measured and write your measurement next to your hand. Next, measure each finger. Write the measurements above each finger. -Students will be given a piece of paper. -Students will trace their hand. They will be asked to measure their hand in inches. Students will be asked to measure their fingers in inches. Students can decorate their hand if they wish. -I will restate our objective for the lesson, and ask if one student can explain to the class why it is important to know how to properly use measurement. Lesson Assessment: -Students will complete a worksheet similar to the pre-assessment worksheet. Both worksheets will be handed in for the teacher to compare progress made throughout the lesson. Revised: Students will be presented with a visual that coincides with the lesson on measurement. Students will receive a resource sheet to follow along and fill out. The assessment will reinforce addition skills and comprehension of measurement skills. This will not be verbally discussed but handed in at the end of class.