Casey Coley

Math
Second Grade
Title: Measurement Centers
Essential Questions:

What strategies can we use to measure objects?

What is the difference between standard and non-standard units?

Standards:
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
Measure and estimate lengths in standard units.
Estimate lengths using units of inches, feet, centimeters, and meters.
Learning Objectives

Assessments

SWBAT measure the length of an object by selecting

and using appropriate tools such as rulers, yardsticks,
meter sticks, and measuring tapes.

Centers, worksheets

SWBAT measure and estimate lengths in standard units.

Centers, worksheets

Materials:

How Long or How Wide?

Worksheets

Rulers, meter sticks, yardsticks

Gummy worms

Pre-lesson assignments and/or prior knowledge: Ms. Coley will review with students the
different measurement centers.
Instructional Plan
9:30-9:40: Do Now: Students will answer the Problem of the Day (POTD) in their POTD books:
Ms. Coley will read the question and review standard v. nonstandard units, asking for examples

of each. Q: Please write the best unit of measurement to use for each object. Objects: pancake,
cat, house, street. Ms. Coley will ask students to discuss why they chose different units for each.
9:40-9:55:Students will move to carpet. Ms. Coley will read aloud, How Long or How Wide?
Students will discuss book and review the different centers and groups for center work.
9:55-10:40: Students will have 7-10 minutes in each center. Ms. Coley will review that students
do not need to finish the worksheets before switching, and that when they hear the ding they will
switch quickly and quietly. Students only need a pencil and a folder for these activities.
Ms. Coley will stay with the basic skills group and assign one student as Teacher. When
students have questions they go to the Teacher first. If the Teacher cannot answer their
question, the student will put a red cup on their desk and Ms. Coley will know to attend to that
student.
Center 1: Inches Measurement Worksheet. Students will use rulers to measure each line in
inches. Challenge: Measure each line in centimeters and paperclips, and compare.
Center 2: Chrome books will be set up with instructions for students to go onto ABCya.com,
Grade 3, measuring, inches, whole and cm, whole. Students will work on this site to measure
different lengths.
Center 3: Measuring Up worksheet, students will use inches and centimeters to measure
different desk items (ex: crayon, pair of scissors)
Center 4: How long is your name? worksheet. Here, students will write their name in a chart,
measure it, then compare the lengths of their name to other students in their group.
Center 5: Measure It! worksheet. Ms. Coley will have objects set up on this center for students
to estimate and measure using nonstandard units, gummy worms. Students must not eat these.
Closure: Ms. Coley will ask students to discuss the difference between standard and nonstandard
units. 1-2 students will share.

Modifications: Groups are paired according to level. Real rulers and paper rulers are provided
to differentiate for all levels.

Measurement Centers: Lesson Rationale

This second grade measurement lesson is an exemplary example of best practice in
mathematics as defined by the standards of the National Council for Teachers of Mathematics
(NCTM). First, this lesson embraces the idea that mathematical literacy is changing in a world
with expanding technology and being applied in diverse fields. This lesson not only
incorporates multiple mediums and methods for the application of measurement, but does so
in a way that engages students in a fun and diverse way. Here, students have the opportunity to
work with measurement via Chrome books, gummy worms, classroom objects, as well as their
own name. The strategic use of technology in this lesson helps to strengthen math learning.
Because the lesson is center-based, there are multiple ways to differentiate the lesson for
a wide range of skills and levels in the classroom. Each center has a challenge task for students
in order to maintain high expectations and engage students in cognitively challenging tasks
that are within reach and rich enough to stretch students as far as they can go. One such
challenge is to measure in centimeters after the initial task is completed, which contributes to
developing an understanding of the metric system units and relationships. Groups can also
be designed with lower level students working together so the teacher can focus on working with
their small group, or with lower level students paired with higher level students who will help
them gain access to higher levels of achievement.
Another benefit of the center-based lesson is that its design helps students develop
procedural fluency. Within each center, students must transfer procedures of measurement to
different problems, build or modify procedures from other procedures, and recognize when

one strategy or procedure is more appropriate to apply than another. Clearly, this is a lesson
of the highest quality for all students.