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Lesson Plan Design
Subject:

Mathematics

Grade:

2nd

Candidates Name:

Andrew Lopez

Site Supervisor:

Diana Cisneros

Lesson Topic:

Measuring
ID #

02309916

NU Supervisor: Suzanne Woods

Date: 3/11/16

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),

rationale, focus learner, create bridges from past learning, behavior expectations)
.
Academic Content Standard
Measure and estimate lengths in
standard units.
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.

Rationale:
The Common Core State
Standards require students
to be able to measure and
estimate lengths in standard
units.

Its important that students

are aware of what they are
going to learn and why its
useful. I think students
CCSS.MATH.CONTENT.2.MD.A.2
should be aware of what is
Measure the length of an object twice,
expected of them. If the
using length units of different lengths
students are aware of how
for the two measurements; describe
they should behave and how
how the two measurements relate to the
they shouldnt, they
size of the unit chosen.
probably will meet the
expectations. When
CCSS.MATH.CONTENT.2.MD.A.3
students are behaving
Estimate lengths using units of inches,
positively it allows the
feet, centimeters, and meters.
teacher to carry on with
their lesson and give the
Purpose
students more time to work
This lesson is reviewing the skills they
independently. I think by
have learned about measuring and
telling them that you are
estimating lengths in standard units.
going to make your way

Prior Learning
Prior to this lesson students have
learned about the different units in
measurement. They have learned the
vocabulary for the different units.
Students have learned how to use the
appropriate tools to measure the length
of an object. Students have also learned
how to estimate.

around the room to check up

on them, they will be more
focused on completing their
work.

Focus Learner/ Behavioral

Expectations
Prior to starting the lesson, I will see
what students know about
measurement. I will set boundaries and
give the students my expectations. I will
tell them how they should behave
throughout the activity. I will let them
know that they are still expected to
follow directions, pay attention, raise
their hands if they have a question, and
stay focused on their work. I will inform
them that I will be roaming around the
classroom and monitoring their
progress.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson?

How will you measure mastery of the outcome?)
Students will be able to identify what
standard unit they would use when
measuring something. They will also be
able to pick the appropriate tool to
measure an object. Students will be able
to estimate the length of an object.
Students will be able to measure the
distance if they toss, flick, drop, kick,
blow, spin, and push a cotton ball and
measure it using the appropriate tool.

Rationale:
The learner outcome
addresses the Common Core
State Standards. Students
are expected to understand
how to measure the length
of an object by selecting and
using appropriate tools such
as rulers, yardsticks, meter
sticks, and measuring tapes.
Theyre also expected to
estimate the lengths using
units of inches, feet,

centimeters, and meters.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner

Outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )
Rationale:
(Estimated time: 10 Minutes)

Students will be asked to sit on the rug for

a class discussion.

On the rug, I will review the names of the

measuring tools by showing them the tools
and them having to tell me the name.

Students will then look at picture of object

and they will have to decide what tool they
would use to measure the lengths of
objects.

Vocabulary:
Measuring Tape
Yard stick
Ruler
Standard unit
Inches
Feet
Yards
Estimate
Measure
I will offer cognates and other visuals that help
students make connections to the vocabulary they
are learning.

I think its important that students

see what the will have to create.
Direct whole class instruction is
important so that students learn the
basic skills they will need to be
successful.
Teaching students vocabulary helps
students understand new terms that
they might have never heard before
or refresh them on terms that they
have heard.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the preassessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)
ELL Student: Providing students with cognates
can be very useful for students to make sense of
what theyre being asked. If students are able to
connect English words with words they know in
their native language it will allow them to better
understand the concepts. Having students complete
the activity with partners also relieves students
stress and allows them to learn from a peer.
Special Needs Student: Having students work in
groups gives theses students extra support. Their
group can help keep them on task and give them
further explanations if necessary. The use of
manipulatives helps students be hands on with the
questions and understand them better.

Rationale:
Every student learns differently. Its
important that they work in
different grouping so that they
constantly have support. Using
manipulatives is important in order
to meet the needs of all the different
learning styles. Its important to
always challenge students but also
understand if something is to
difficult for a student.

Gifted Students: In order to challenge my gifted

students that understand the concept, I will have
them solve problems that contain a variable.
Low Achieving Students: For low achieving
students, I will aid them by allowing them to use
easier words like bigger and smaller. I will also
give them a visual of an alligators mouth.
Students will understand that the alligator eats the
bigger number. Having manipulatives gives the
students visuals to help them make sense of the
problems.

5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)

iPads

Rationale:

measuring tape
yardstick
ruler
pencil
Measurement Olympic worksheet
Cotton balls
chalk

The more resources we use, the

better chance the students will
understand the concept. Having the
students involved in the learning
process will help students make
connection and build upon what
they already know.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model,

Demonstrate, Check for Understanding)
Rationale:
Explicit Instruction
I will pass out the Measurement Olympic
worksheet. I will have students return to their
desks. They will put their names on the worksheet.
I will explain to them what theyre going to be
doing. I will demonstrate to them how they will
have to move the cotton balls in different ways.

Its important for students to

understand how, why, and when
they will use certain measurement
tools.
Asking students questions
throughout the lesson helps teachers
check for understanding.

Check for Understanding:

Throughout the explicit instruction I will be
monitoring student progress and checking for
understanding. I will ask if students have any
questions and listen to their questions. I will make
sure students understand the concept by asking the
questions. I can also check for understanding by
having them answer questions.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for

understanding and provide feedback and re-teaching)
Rationale:
(Estimated Time: 15 minutes)
Guided Practice

Students will watch the teacher

Showing students the see basics of

the activity and having them
practice problems as a group lets
them better understand the concept.

demonstrate the activity they are about to

do.
As a class, we will practice how to answer
the questions on the worksheet.
I will show them how they will need to
estimate.
I will demonstrate how to toss, flick,
drop, kick, blow, spin, and push a
cotton ball

Collaborative Practice

After given instructions and the basic skills

they need, students will be allowed to
group up with a partner and begin the
activity

Check for Understanding:

Before letting students begin working with their
groups, I will ask random students to explain what
is expected of them. This will allow me to see if
students understand the directions. While students
are working collaboratively, I will walk around and
make sure that students understand the concept. If
I notice that several students are still confused, I
will have students stop what they are doing and reteach the concept to the whole class. If only a
couple dont understand, I will re-teach them
concept to them. I will provide students who are
completing their work correctly with positive
feedback.

Group activities help keep students

engaged. Working with a group also
lowers students stress level because
they have some one they can get
help from before asking the teacher
for help.

8. Independent Practice: (Provide practice that supports the learning outcome.

Note: Independent activities are assigned assuming that students understand the
concept well enough to work on their own.)
Rationale:
Once students complete the activity they will start
the inches, feet, and yards worksheet. I will assess
what they have learned.
Check for Understanding:
I will check to see how many students are able to
complete the worksheet with their partners. I will
also be able to see how many students understand
the concept and how many need more help. If they
arent able to complete this assignment correctly I
will give them more support.

Seeing if students are able to

complete these tasks as a group and
independently shows whether or not
the student was paying attention or
understands inequalities.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)
Rationale:
I will assess students throughout the lesson. I will
assess them informally by walking around during
their group work and seeing if they understand the
concept. I will also assess them during direct
instruction by asking questions and listening to
their responses. I will also determine their level of
comprehension by asking them to share how to
answer questions.
I will also assess them with by having them
complete a worksheet about different units of
measurement.

By utilizing formative and

informative assessment throughout
the class, I will be able to monitor
my students progress. This
information will help me determine
whether my students need
additional instruction. It will allow
me to see who needs to be
challenged more and who may need
one on one instruction.

10. Closure: (Describe how students will reflect on what they have learned.)
(Estimated Time: 5 minutes)

Rationale:

Exit Activity
By having students discuss what
I will have the students discuss what tools they had they learned, it allows me to see

to use when they were measuring. I will also ask

them to tell me what tools they would use to
measure different objects.

who actually understands the

concept and who needs more time
with it.

11. Lesson Reflection/Assessment: (Collect student learning data to determine:

What went well? What needs to be changed? Were learning outcomes met? What
activities will you add, change, modify in the future? What can be done to follow up
on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)

Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast
website:
http://www.nu-fast.com . Links: Fileshare - SOE TED TED 629 Student/Faculty