Teacher: Cristen Simone

Grade: 2
Subject: Math
Day: 1 of 1
Time: 45 minutes
Cognitive Level of Lesson: (Refer to Blooms Taxonomy) Synthesis
Objective:
The students will be able to estimate the length of an object by using a ruler to find centimeters and a
meter stick to find meters by reviewing different problems and by participating in a series of activities.
NJCCS Addressed:
CCSS.Math.Content.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.
CCSS.Math.Content.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.

Opening:
The teacher will begin by calling students to the carpet to start their math lesson.
The teacher will explain to students that they will be going over how to measure objects in
centimeters or meters and find missing measurements using a ruler. (purpose setting)
Teacher will write sample problems on the white board and will ask the students, Who remembers
how to find the difference between the longest and shortest measurements? Anticipated Responses:
Subtract both of the numbers Find the difference Use a ruler (Anticipatory Set)
Teacher asks, From our previous lesson who remembers what tools we use to measure centimeters
and meters? Anticipated Student Responses: A ruler a meter stick and a ruler (Anticipatory Set)
(Review)
Teacher reviews with the students some elements of the lesson, such as the difference between a
ruler and a meter stick, finding measurements, finding the missing measurements, and adding
measurements. (Assessment of Background Knowledge)
Teacher tells the class, Today when we review math problems on the white board, pay attention to
the tools we use and how we find the different measurements because we are going to do different
centers involving what we are reviewing after. (Purpose Setting)
Presentation:
Teacher reviews different measurement problems on the white board to review with students.
Teacher stops many times to discuss why the answer is correct and how she or the students solved to
get the right answer. (Modeling) (Input)

 Teacher stops to ask the students, How did you come up with that answer? Anticipated Student
Responses: By measuring with my ruler subtracting biggest and smallest measurement adding
measurements (Input) (Checking for Understanding)
At the end of the review lesson the teacher asks students, What tools do we use when measuring
centimeters or meters? How do we find the difference between two measurements? Anticipated
Student Responses: meter stick or a ruler subtracting the two measurements (Checking for
Understanding)
Teacher tells class, You are going to split up into four groups that I put you in and are going to
have different centers by your desk that review what we went over, after a couple of minutes you will
switch to a new center and we will review all answers as a class. I will leave the examples on your
desk that we already went over on the white board.
Guided Practice:

Students will split up into four groups to do different centers with activities on measurements.

The groups will have activities that all students are capable of doing, estimating lengths and finding
the actual length, doing a work sheet with sample problems, using a meter stick to find measurements
and measuring objects in the class room with a ruler.

Teacher walks around the room to monitor students and to assist the students who need help.

The teacher will provide other work such as a step by step worksheet to those who need more help.
She will also provide more visual activities such as having students practice using a ruler more so they
can see how the ruler is measuring an object. The teacher will also be available to assist students who
do not understand while the class is doing their centers. (alternative strategies)
Closure:
After everyone is finished, Teacher has the students check their answers with others in the class.
The Teacher will also go over answers with the individual groups as they finish. (Summary of Main
Points)
Teacher asks the students, What did we learn today? Anticipated Student Responses: How to
find out measurements What tools we use to find measurements how to find the difference between
measurements (Summary of Main Points)
Teacher tells the students, It is important to remember what tools we use to find each
measurements and how to find a missing measurement by finding the different between two numbers.
(Ties Points into a Coherent Whole)
Teacher tells the Students that in next week's lesson they will be learning a different math topic that
also involves measurements. (Preview of Future Lesson)
Formative:
Teacher observation, student responses in class discussion, and students working on group centers
with a review of what they learned as a class.
Individual Measurably:

 Each student will work on activities that go along with this lesson in a group but they will all need
to help to come up with answers.
Summative:
Step 18: Teacher tells the Students that in next week's lesson they will be learning a different math
topic that also involves measurements. (Preview of Future Lesson)
Varying Content:

The teacher is appealing to all students when she opens up with the children on the carpet and they
all work on the same sample problems that she has written on the white board. The teacher appeals to
hands on learners when she has them break up into centers and use the measuring tools, such as a ruler,
to measure objects. The teacher appeals to visual learners by providing the different centers with
objects in front of them. The teacher appeals to auditory learners by going over material step by step.
The teacher is appealing to students interests by providing many different centers such as doing a
practice worksheet, measuring objects, and finding the difference between measurements.
Varying Process:
The students will work together on finding the correct answers when they break off into centers.
This gives them the chance to compare answers to see where they might have made errors.
(Instructional Grouping)
The teacher will also go over answers with each group and help those who do not understand.
(Input)
For each center activity, the teacher will provide examples like the ones they went over on the white
board. This will help all students visualize how to do the problem. (Classroom Organization)
Varying Product:
For students who are struggling how to understand measuring an object, the teacher will pull aside
and show them the proper way to use a ruler. She will compare two objects different in length and will
ask them to find the missing measurements. (Varying Task)

Each students are split into four centers with different activities to solve. (Test)

Technology:
Technology could be integrated by using the SMART board to provide examples to the students.
The students can also take turns coming up to the SMART board to choose the right answer or write the
right answer.