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Elements of the Lesson

Evidence that Documents the Elements
Standard
MDE grade level or CCSS


P.PM.02.13- Measure the length of objects using rulers (centimeters) and meter sticks (meters).
S.IP.02.14- Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer,
balance) that aid observation and data collection.
S.IP.02.15- Make accurate measurements with appropriate units (meter, centimeter) for the
measurement tool.
R.NT.02.05- Respond to multiple texts by discussing, illustrating, and/or writing to reflect, make
connections, take a position, and share understanding.
Objectives/Targets
What am I going to teach?
What will the students be able to do at the end of the lesson?
How will the objectives be assessed?
(formal and informal evidence)

I can measure the length of objects using rulers and meter sticks.
TLW measure the length of objects using rulers and meter sticks according to the appropriate unit.
I can use simple tools that help collect data.
TLW use tools to help them collect data.
I can make measurements by using units (meter, centimeter) for the measurement tool.
TLW make accurate measurements with appropriate units (meter, centimeter) for the measurement
tool.
I can respond to a text by discussing, and making connections.
TLW respond to a text by discussing, making connections, and by sharing understanding.
Anticipatory Set
How will my students be motivated, interested, or focused?
What prior knowledge is necessary?
What practice(s) will be implemented?

Read the book, How Big is a Foot?
While reading the book the teacher will pause to ask questions.
How come the measurements didnt work for apprentice when the King told him 6
feet long, and 3 feet wide?
Do we have to have a standard measurement for feet? (A measurement that
everyone uses when using feet)
(Connecting to the lesson prior) Next, discuss with students that in our last
lesson we were measuring parts of our body using unifex cubes. Ask them what
might be a good measuring tool to measure a persons feet?

Input
Task analysis:
What information does the learner need? If needed
how will it be provided?
How is the lesson scaffolded?
Thinking levels: questions to engage students thinking
Remembering
Understanding
Applying
Task Analysis (1 Class 45 minutes)
Gather students to the carpet.
Read the book, How Big is a Foot? (Anticipatory Set)
Ask the students if they have ever been on a scavenger hunt before. Also, ask if
they know what a scavenger hunt is. If they dont know then explain that a
scavenger hunt is when you are going looking for specific things and
requirements.
Allow students share some of their experiences to another student, and then

Lesson Two- Tape Measure Hunt

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Analyzing
Evaluating
Creating
Accommodations: implementing differentiation principles
Remediation
Extension
Learning styles
Managing the lesson
Instructional methods
Engagement strategies
Materials needed and prepared

have some students share their experiences to the class.
Ask students what tools they might need to find objects that measures to a
specific length. For example, if they were to measure something that was 10
inches long, or 25 centimeters long.
The teacher will show the students the measuring tape, meter stick, and metric
ruler.
The teacher will tell the students that they will be breaking up into groups of two,
and each team will get those three measuring devices.
Read the activity page to the students. They will be going on a measuring
scavenger hunt to find objects that measure certain lengths. Tell the students
they will be finding the lengths of objects that measure 25 centimeters, 1
centimeter, 30 centimeters, 6 inches, 9 inches, and 2 inches.
The teacher will model by measuring an object that is one of the lengths on the
activity sheet, and will write it in one of the spots. The teacher will show the ruler
first and explain that we are either measuring in inches or centimeters. Ask
students if they know what side is inches, and what side is centimeters? Tell
them that the side with more numbers on it will be the centimeters side, and the
side with less numbers will be the inches side. Tell students when measuring an
object you have to start at zero on the ruler. Sometimes Zero isnt there so we
start at the end where 1 is the first number. Show students how to do this. The
students will find their own objects, and not the one the teacher models for them.
Ask students to recap what they are to do with this activity.
Ask students if they have any questions.
Allow students time to go off into the classroom and find objects.
Walk around to monitor students as they are walking. While walking around, have
students measure their object again that they are working on, and tell you the
measurement they got. Look to see if they are measuring the objects accurately.
When the students have completed their activity sheets, call them back to the
carpet to discuss what they found while measuring their objects.
o Ask students to tell what object they found that was 25 centimeters.
Have students raise their hand when waiting to share.
o Ask students if they found this activity challenging.
After you are done discussing, have the students recap on what they have
learned, and allow a few students to share with the group as a whole.
Collect Activity Sheet.
Thinking Levels
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Remember: Students will remember what measuring tools to use with certain
objects.
Understanding: Students will understand that different objects require different
measurement tools.
Applying: Students will apply what theyve been learning about measurement
and choose the appropriate measurement tool for a specific object.
Analyzing: Students will analyze the difference between the measurement tools.
Evaluate: Students will discuss with each other and the teacher about what they
learned from this activity. They will also share what they measured.
Accommodations:
Remediation- if students are having difficulty with this activity the teacher can
cut out two of the required measurements, and assist these students if possible.
Extension- Continue this assignment for homework, and have students find
objects in their homes that measure 25 centimeters, 30 centimeters, 1 centimeter,
etc.
Managing the Lesson
Instructional Strategies
o Students will come to the carpet for directions.
o Students will raise their hand when they have questions, or want to
share with their classmates.
Engagement Strategies
o The teacher will walk around the room to make sure students are
engaged throughout the activity.
o While walking around the teacher will have students measure their
objects, and show how they measured them. The student will then tell
the measurement they got for the object. The teacher will check to see if
students are measuring accurately.
Materials needed
o Activity sheet for each student
o 1 measuring tape for each team of two
o 1 meter stick for each team of two
o 1 metric ruler for each team of two
o For the class: Metal tape measure
o Book: How Big is a Foot?


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Modeling
Provide details of what you will say and what you will do
Visual input accompanied by verbal input



The teacher will measure one of the objects that students need to measure. The
teacher will measure the object with the appropriate measuring device. The
teacher will then record the findings onto the activity sheet. The teacher will ask
if any students have any questions.
Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented



The teacher will ask a series of questions throughout this activity.
o Does anyone know what a scavenger hunt is?
o Can you give an example of a scavenger hunt youve been on?
o After going over the activity sheet and modeling, the teacher will ask a
student to recap what they will be doing, and the teacher will ask if
anyone has any questions.
o The teacher will monitor students progress by walking around the room
and offering assistance to students who need it.
o The teacher will look over the activity sheets to make sure students
measured and understood the activity.
Guided Practice
What do the teacher and student do together?
Modeling first then with a gradual release of responsibility



The teacher will model by measuring an object, and showing how to use a ruler.
The teacher will talk about what side is inches, and what side is centimeters. The
teacher will then record measurements onto the activity sheet for students to
see. The teacher will measure an object in inches, and another object in
centimeters that are specific to the activity sheet.
Independent Practice (if applicable)

Students will be completing their activity sheet with a partner.
Closure
Wrap up the lesson; summarize is one way


The teacher will have students share their results of the measuring activity. The
teacher will ask students to tell what would be the best measurement tool to
measure something that is 25 centimeters in length, and 9 inches in length.
The teacher will then ask students if they understand that we have to have
standard measurements so that we all get the same measurement when we
measure something?
Why might we want to have the same measurements for objects?
o So that we can make things that will be the same length and width. (Look
for responses along this line)

Assessment The teacher will notice that the students understand the activity, and measuring
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What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
Using your assessment data, what will you change?


the objects with the appropriate measuring tools.
The teacher will look at the activity sheet to see if students understood the
activity.
The teacher will ask students to recap what they have learned throughout this
lesson.
Reflection
How well did the students perform?
Were all students engaged?
How was my timing?
How was my instruction received? What should be modified?


How did the students perform throughout this activity?
What could I have done differently to help my students?
How well did the students understand the lesson?
Were my students engaged the whole time?
Was my timing put to the best use it could have been?