KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Emma Rissigner Date: March 30, 2018

Cooperating Teacher: Judy Treichler Coop. Initials: JT
Group Size: 23 Allotted Time: 50 minutes Grade Level: 2nd Grade
Subject or Topic: Math/ Measurement Section: _____________________

Curriculum Requirements: GoMath Lesson 8.8 Choose a Tool

STANDARD: (PA Common Core):

CC.2.4.2.A.1 Measure and estimate lengths in standard units using appropriate tools.
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.

I. Performance Objectives (Learning Outcomes)

 The students will be able to choose the appropriate measurement tool and use that tool to measure
an object to the nearest inch, by completing the graphic organizer.

II. Instructional Materials

1. Teacher materials
a. Promethean Board
b. Document Camera
c. How Long or How Wide by Brian P. Cleary
d. 1 Ruler
e. 1 Yard Stick
f. 1 Tape Measurer
2. Student Materials
a. 23 Pencils
b. 23 4-square graphic organizers
c. 10 Rulers
d. 10 Yard Sticks
e. 10 Measuring Tapes
f. 5 Paper clips
g. 5 Pieces of yarn
h. 5 Markers
i. 5 Crayons

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite Skills-
 That a unit of measurement is a standard unchanging length, such as an inch.
 Students will understand that the units on a ruler remain constant.
 Students know that to measure something, you start at the end of the object and not the one marking.

Key Vocabulary-
 Inch- A standard unit of measurement
 Length- Distance from end to end
 Inch Ruler- Used to measure objects in inches
 Yard Stick- used to measure larger objects in inches

IV. Implementation

A. Introduction – (10 Minutes)

 a. Review previous lessons of measurement
i. Students used inch color tiles in a previous lesson. Ask students “If you
measured a pencil using color tiles and the person beside you used an inch
ruler, would your measurements be the same or different?”
1. Students will turn and talk to their table groups.
2. Ask students to share answers. Anticipated response: “No, they are
both inches and all inches are the same length.”
ii. Ask students “Why do you think it is important to know how to measure
things?”
1. Have students turn and talk to their table groups. Allow students to
share their ideas.
2. After students have answered, share a personal experience: “I know
when I was buying a desk for my room, I had to make sure the desk I
was buying was going to fit where I wanted it. I had to measure the
space where I was going to put the desk, and then measure the desk.”
b. Bring students to the carpet area. Introduce the book How Long or How Wide by Brian P.
Cleary
i. Tell students “We will be reading this book to help us remember why knowing
how to measure can be helpful.”
ii. Student will return to their seats.

B. Development –
1. Modeling- (12 Minutes)
a. Tell students you are going to measure the following items, a paperclip, a crayon, a piece
of yarn and a math book. Using the document camera, display a crayon, and a paper clip.
Also, Hold up for the students a long piece of yarn and the math book.
i. Tell the students we are going to start with measuring the paperclip. Display the
paperclip on the document camera. Hold up the ruler for the students. “This is
the tool I will be using to measure the paperclip. As you know, on the ruler there
are lines that mark the inches. So when I measure the paperclip, my
measurement will be in inches.” Model for the students that when you measure
you align the end of the ruler with the end of the paperclip.
ii. After measuring, remove the paperclip and display the crayon on the document
camera. When measuring the crayon, emphasize again that when you measure,
you always make sure you align the end of the object with the end of the ruler.”
iii. Next, hold up the math textbook. Show students that the ruler is not long
enough to measure the book. Say “I see that my ruler is not long enough to
measure the book. I will use a yardstick. The yardstick is another tool used to
measure in inches.”
iv. Display the end of the yardstick and the ruler side by side on the document
camera for the students to see the inches are marked the same on both tools.
v. Model for the students measuring with a yardstick. Emphasize that you still
start and the end of the yardstick and align it with the end of the book.
vi. Hold up the long piece of yarn for the students. Show students that the piece of
yarn is too long to be measure with the yardstick.
vii. Display for the students the measuring tape. Compare the measuring tape to the
ruler on the document camera that both tools still have the same unit of
measurement, inches.
viii. Have a student volunteer come to the front to hold the yarn while you model
how to align the end of the measuring tape with the string to measure it.
ix. “I choose the tool I measure with based off of the object I am measuring. I would
not use the yardstick to measure the paperclip because I know the ruler will
work.”
2. Group Work- (20 Minutes)
a. Students will be working in pairs or groups of 3 to complete a measurement scavenger
hunt.
b. Explain expectations to students: Student will be broken up into groups. Each student
will have a 4-square graphic organizer (attached). Each group will receive the 3
measuring tools (1 ruler, 1 yardstick, 1 measuring tape). Once in their groups, the
 students will go around the classroom and measure four objects of their choice while
using the correct tool. They must use each tool at least once, and use the tool of their
choice a second time. In each square of the graphic organizer, students will write what
they measured, what tool they used, and how long the object was in inches.
c. Have paper-passers distribute the graphic organizers to each student
d. Display student groups on the Promethean Board and pass out measuring tools while
students are getting into groups.
e. As scavenger hunt is taking place, walk around to question students and observe to
formatively assess student’s progress.
f. After the 20-minute scavenger hunt time, ask students to return their measurement
tools to the U-table, then place their graphic organizers at their desks.

C. Closure –
1. Gallery Walk (5 Minutes)
a. Students will have a gallery walk. Students will go from desk to desk to look at the
different objects their classmates measured.
2. Quick Review (5 Minutes)
a. Ask students “What is the unit of measurement that was constant on all 3 of our
measuring tools today?
i. Anticipated Response: An inch
b. Ask students “How do I decide what tool I am going to use to measure an object?”
ii. Anticipated Response: By looking at the object you can decide how big of a
measurement tool you will need.
3. Collect graphic organizers as a ticket out the door to lunch.

D. Accommodations / Differentiation -
1. For AY (ELL), put in a group with K (bilingual student) so he is able to translate during the scavenger
hunt.
2. Striving Learners- These students will be in a group with classmates who excel in the subject. These
learners will also be able to draw the objects they measured on their graphic organizer, rather that
write.
3. Accelerated Leaners- Students should write in full sentences on their graphic organizer. If these
students finish early they will also be challenged to measure more objects.

E. Assessment/Evaluation plan
1. Formative-
a. Observational- Students will be obsessed using a checklist while they are working through
the scavenger hunt. Students will be questioned as they are working on why they are
choosing the tools they did. Students who are able to defend their choice will receive a + on
the checklist and students who are not able to provide a justifiable answer will receive a -.

2. Summative
b. Graphic Organizer- The graphic organizers will be corrected and graded using the short
rubric provided below.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance

written after lesson is taught, includes remediation for students who failed to meet acceptable level of
achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
1. How could I make the teaching/modeling part of the lesson more engaging for the students?

The students were actively involved during the reading of the book. I could see that the modeling might be the
time that I would lose their attention. Instead of using the props I had planned to model with, I asked students for
suggestions of what I should measure to keep them engaged. This helped to keep the students interested in the modeling,
and it was actually a very good chance to model my thinking process of how I choose my measurement tool.
 3. How were the group sizes? Could they be bigger or smaller to make the lesson more effective?

The groups seemed to work pretty well in most cases. Some of the groups worked together and shared their
measurement tools very well. Other groups should have been switched around to help students achieve more. While I was
walking around and observing the students, I noticed some students were not working together very well and unable to
share the tools effectively. Some students I think do not work effectively in groups, but I would not want to alienate them
by having them work by themselves. This is one area I am still unsure about with the lesson. I’m wondering what would
be a fair and effective way to overcome this?

VI. Resources
Cleary, B. P. (n.d.). How Long or How Wide? A Measuring Guide. Scholastic.

Groups for Scavenger Hunt:

1. Kendry, Alex Yariel
2. Jiovan, Jayden
3. Sophia, Nylise, Jocelyna
4. Yolanda, Neveah, Aliyah
5. Yulisa, Janais, Yarlenis
6. Jezirey, Yosauris
7. Jaliyah, Janelle
8. Luis, Giovanny
9. Daivion, Francisco
10. Matthew, David

A. Checklist
Student Name + or -
Luis Carmona-Melgar +
Kendry DeCastro +
David Correa -
Yosauris Custodio +
Alex Yariel Dejesus Rivera +
Jezirey DelaMota +
Janelle Diaz +
Giovanny Echevarria -
Sophia Galicia +
Yulisa Gonzalez-Carillo +
Janais Gutierrez Absent
Jaliyah Haller +
Daivion Henderson +
Matthew Jones Absent
Jocelyna Martinez Guzman +
Nylise Ortiz +
Yarlenis Peralta +
Jiovan Ramos Bermudez +
Jayden Santiago +
Yolando Velez +
Neveah Millan +
Francisco Zavala-Rodriguez -
Aliyah -
B. Graphic Organizer
C Graphic Organizer Rubric
Target Acceptable Unacceptable
3 Points 2 Points 1 Point

Choosing the Student demonstrates the Student chooses the Student chooses the
Correct Tool ability to use the appropriate measurement appropriate measuring
appropriate measurement tool (ruler, yard stick or tool for the object they
tool (ruler, yard stick or measuring tape) for the choose to measure in
measuring tape) for the object they choose to two or less of the four
object they choose to measure in three of the four squares.
measure in all four squares. squares.

Information Student provides all of the Student provides only some Students provides only
required information in of the required information one of the three criteria
their four square graphic in their four square graphic in each of the four
organizer. Each square organizer. Student has two boxes; or all three
includes the object the of the three criteria in each criteria in two or less of
student measured, the tool square; or student has all the four squares.
they used, and the length of three criteria in three of the
the object in inches. four squares.

Measuring Student demonstrates the Student demonstrates the Student is not able to
Technique/Accuracy ability to employ the proper ability to employ the proper demonstrate proper
measuring techniques of all measuring techniques of techniques of
three of the measurement two of the three measurement tools.
tools by producing accurate measurement tools by Student provides
measurement for all four producing accurate accurate measurement
objects. measurements in three of of one of the four
the four boxes. objects.