Connolly 1

Unit Plan
Samantha
Connolly
2nd Grade: Mathematics
(Measurement)
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I. Unit Topic: Measurement: Length (Mathematics)

My grade level team and I have decided to split the
Measurement and Data Analysis Unit into two parts: Standards
2.MDA.1 2.MDA.4 which focuses on measurement tools and
lengths while the rest of the standards (2.MDA.6-2.MDA.10) focus
on time, money, and data analysis.
I chose to follow this division of the unit based on the South
Carolina State Standards Support Document, which suggests
teaching Length as its own unit.
The following lesson plan will focus on Length

II. Grade Level: 2nd Grade

III. Rationale and Contextual Factors:

Learning to measure is an important skill for students to learn as they will be
able to apply this knowledge in everyday life. Students will be able to use
their addition and numerical skills when measuring objects.

I have one student (JiMarious) who receives IEP services, and will likely need
extra support during this unit. Greenville County Schools require that
teachers post Content Vocabulary in the room so during this unit I will be
putting up words that relate to the unit (i.e.: measuring, ruler, centimeters,
foot, etc.)

In order to plan effectively, I will do my best to think of culturally-relevant

ways to increase motivation and participation while also modeling ways that
this skill is utilized in the students everyday life. I will also plan to provide
support with those students who are struggling.

IV. Objectives:
The student will be able to accurately measure an object using
inches/centimeters by choosing the appropriate measuring tool.
The student will be able to estimate the length of an object in inches
and centimeters based on their by applying what they know about both
measuring units.
The student will be able to use a number line in order to solve word
problems involving measurement skills.

V. Content:

Key Instructional Strategies:

Guided Math: The students will be introduced to the topic each day and
will be given time to implement the new skill while the teacher pulls
groups based on strengths/weaknesses identified during the pre-
assessment period.
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o Research-Based: My school will begin adopting the Guided-Math

program next year and my teacher steered me to this article
that provides a study on the effects of flexible, small-group
mathematics instruction.
o https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKE
wiE9MXRsvTSAhVK6yYKHQVVAJYQFgghMAE&url=http%3A
%2F%2Fjournals.library.wisc.edu%2Findex.php
%2Fnetworks%2Farticle%2Fdownload
%2F724%2F836&usg=AFQjCNGXBJYHaYJLDuwONebkA9sJqi
WQlg&bvm=bv.150729734,d.eWE
Culturally-Relevant Pedagogy: The teacher will plan and implement
lessons that are relevant and engaging to the students. The goal is to
show students how this skill is utilized in everyday life.
o This instructional strategy has been introduced and researched
by Dr. Gloria Ladson-Billings. I attended a professional
presentation by Dr. Ladson-Billings last spring and have
attempted to incorporate this pedagogy into my classroom as it
specifically improves the learning of African-American male
students.

Organization of Content:
Introduction to measuring tools
Introducing the ruler and inches
o Practice measuring using inches
Introducing centimeters
o Practice measuring using centimeters
Making estimations in centimeters/inches
Introducing yards/meters
o Practice measuring using yards and meters
Deciding what measuring tool to use based on the size of the object
Introducing word problems based on measurement
o Use number lines as a strategy to solve problems

Critical Thinking/Problem Solving:

Students will complete a Problem of the Day that incorporates measuring
into a word problem format. Students will have to apply their knowledge of
measurement and measurement tools into a new setting that challenges their
thinking and requires them to utilize different mathematical strategies. We
will also begin to cover measurement word problems that will require
students to use higher-level thinking as they must apply their knowledge of
measurement and utilize several different mathematical strategies (i.e.
number line, draw a picture, evaluating the problem, etc.)

Student Interests and Abilities:

My students really enjoy game-based activities and love moving around the
classroom. My lessons should reflect their interests because this ensures that
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their motivation will be increased and (hopefully) their attention as well! My

students all receive free and reduced lunch and about 45% of my students
are Hispanic. Their cultures provide me with some feedback about how to
plan lessons. Ive noticed that they LOVE to sing and dance which relates
back to their culture so finding ways to incorporate this would be amazing.

VI. Reference/Resource materials:

Measuring Tools
o Ruler
o Measuring Tape
o Yard Stick
o Meter Stick
South Carolina Curriculum Standards
Inch by Inch by Leo Lionni
Instructional videos
o https://learnzillion.com/lesson_plans/6218-measure-with-inch-
length-units
o The video above will serve as a review of how to use inches to
measure an object and how to estimate to the nearest inch.
o https://jr.brainpop.com/math/measurement/inchesandfeet/
o The video above will serve as a introduction to the relationship
between inches and feet.
o https://safeshare.tv/submit?url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3DVzW2sdCe228
o The video above will allow students to recognize incorrect ways
to measure in inches. It will allow them to recognize common
mistakes when measuring.
Cotton Balls
Math Journals
Pencils
Construction Paper
Glue
Blue and Red Chalk x4 each
Measurement Checklist (form of assessment)

VII. Daily Lesson Plans:

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Short Range Lesson Plan - 1

Title of Lesson: Comparing Measurement Tools

Subject: Mathematics
Grade level: 2nd Grade
Cooperating Teacher: Mrs. Myers
Student Teacher: Ms. Connolly

Objective(s): (APS 4)
o The student will be able to compare measurement tools based on units and items being measured. 75%
of students will be able to correctly identify appropriate measurement tools for a given situation 80%
of the time.

South Carolina State Standard(s) Addressed: (APS 4, 6)

2.MDA.1: Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to
measure the length of an object.

Rationale for Instruction: This lesson will allow for students to use their prior knowledge as they can
create a link between what they already know about measurement tools and what they are about to
learn. Graffiti charts are a great way to maximize student involvement and prepare students for
learning as they reflect upon their prior knowledge.

Prerequisites:
o The students should have used rulers in past activities and may have been exposed to the other
measurement tools in the past (measuring tape, yard stick, meter stick, etc.)
o The students should know how to construct a graffiti chart after being introduced to this activity 2
weeks ago.

Materials/Preparation: (APS 6)
o Rulers (multiple)
o Meter stick (1-2)
o Yard stick (1-2)
o Measuring Tape (2-3)
o Anchor Chart paper (1 per group)
o Markers

Procedures: (APS 4, 5, 6, 7, 8, 9)
Introductory Activity: The class will meet on the carpet and brainstorm different
measuring tools.
Class, what are some tools we may use when measuring how long something is?
o Responses: Ruler, measuring tape, meter stick, yardstick, using our
hands/body parts
The teacher will introduce a ruler, meter stick, yardstick, and measuring tape to
the students. When introducing the materials the teacher should focus on the
units being used.
Teacher should pass around the tools so that students are able to look closely at
the materials.
Pose essential question:
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Today during our lesson were going to be thinking about what these tools may be
used to measure. I want you to turn and talk to your elbow partner about why
we choose a measuring tool based on WHAT were measuring.
Main Activity:
While at the carpet the teacher should introduce the days activity:
Today were going to complete a graffiti chart to compare the measurement
tools weve just looked at. I will be putting you in groups of 4 or 5. When you
and your group get to your table you will have the tools on your desk.
Look over the tools and on your paper you need to think about how the tools are
alike and different. Who remembers some ways we organized this information
last time we made charts?
o We used T-Charts (teacher models on the board)
o We used Venn-Diagrams (teacher models on the board)
Goodso use one of these or another method to compare how these tools are
ALIKE or DIFFERENT and what they might be used to measure.
o Teacher should write this on the board so students may refer back to
the purpose of their task later
You will have 10 minutes to work on this together as a group and then we will
come together to share our charts. If your group is done writing you should
raise your hands so that the teacher may quickly check over your work. If
youve finished before 10 minutes you probably need to keep thinking . Make sure
everyone in the group has a chance to write something on the chart.
The teacher will break students up into groups.
The teacher will tell each group where they will be going and have students begin
the activity
During the activity the teacher will be working closely with groups of students
that need extra support.
Closure:
After the students have completed their charts, place the charts on the
Promethean board so that they are visible to the class.
CW come back to the carpet and each group will share their chart. Students
should focus on evaluating the charts.
Good job classso at the beginning of the lesson and throughout the lesson I
have been asking you our essential question and Im going to ask you again. Why
is it important to think about the object were measuring before we choose our
measuring tool?
o Responses: It depends on how big the object were measuring isif its
small we can use a ruler stick, but if its larger we may use a yard stick
or a measuring tape.

Assessment: (APS 3)
o Teacher observation of student responses and conversations throughout the activity
o Product: The graffiti chart will serve as an assessment to the teacher that will allow them to see how
students compare the tools and whether or not theyve understood and correctly answered the
essential question.

Adaptations: (APS 6, 7)
o ELL: For my emergent bilinguals, I will allow them to draw pictures if that helps them link their
thoughts. Ive set it up so that the charts have some organization that will help them classify their
thinking before writing. This activity places demands on the writing and speaking domains of language
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therefore this should refine their skills. I will be walking around the different groups to make sure
they are participating and being properly supported during this activity.
o JiMarious (IEP): I will make sure to place JiMarious in a group of students who are receptive to his
needs and can help him communicate his thoughts. Ill make sure to check-in to make sure hes
understanding the task. I also will instruct students to each take turns writing so that theyre
practicing using neat handwriting which is a skill he will be able to refine during this activity.

Follow-up Lessons/Activities: (APS7)

o We will be sharing these charts and it would be beneficial for students to have access to
these charts throughout the unit so that they may add or change the information as they
learn more about each measurement tool and unit.

Reflection:
I thought that the students did a great job answering the essential question at the end of my lesson.
I like using the graffiti charts but I noticed that my 2 nd graders dont really excel at group work. The
students had a hard time communicating their ideas with one another and taking turns with the
writing. I was constantly running around the room trying to get someone focused back on the task or
to mediate a small squabble when students argued over responses. In the future I would review group
work expectations because its not fair to have expectations when they havent been explicitly
addressed.

Im still a huge fan of graffiti charts and it really helped me see how students were thinking and what
they might have been missing. Many were confused by the units used to measure and didnt organize
the information very clearly. This allowed me to make some notes and think of some things to really
emphasize in future lessons.
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Short Range Lesson Plan -2

Title of Lesson: Introducing the Ruler

Subject: Mathematics
Grade level: 2nd Grade
Cooperating Teacher: Mrs. Myers
Student Teacher: Ms. Connolly

Objective(s): (APS 4)
o The student will be able to correctly utilize a ruler and determine the length of objects in inches.
80% of the students will be able to correctly utilize a ruler to find length 75% of the time.

South Carolina State Standard(s) Addressed: (APS 4, 6)

2.MDA.2: Measure the same object or distance using a standard unit of one length and then a
standard unit of a different length and explain verbally and in writing how and why the measurements
differ.

Rationale for Instruction: Students will be able to measure in inches, which will allow them to use a
variety of measurement tools in the future. 2nd graders focus on measuring to the nearest inch and
rather than the exact inch. This lesson will allow for students to practice their measurement skills by
measuring different objects around the classroom using their estimation skills to guess which objects
are a certain number of inches. Rather than having students simply measure different objects, this
activity requires higher-order thinking as students must think critically about the size of an inch and
the size of an object.

Prerequisites:
o The students should have been introduced to a ruler the day before.
o Students will have brainstormed some objects that could be measured using a ruler.

Essential Question: How can I use a ruler to measure an object to the nearest inch?

Materials/Preparation: (APS 6)
o Inch by Inch by Leo Lionni
o Rulers (17)
o Find It! Handout

Procedures: (APS 4, 5, 6, 7, 8, 9)
Introductory Activity:
The teacher will read Inch by Inch by Leo Lionni
o Class as Im reading this book I would like for you all to think about how
the worm in this story might have been able to measure the objects hes
going to measure.
o After the Activity:
Do you think it would have been easy for the inchworm to
measure an elephant? Why or why not?

Main Activity:
Introduce the essential question: How can I use a ruler to measure an object to
the nearest inch?
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Using the Dukane, the teacher will display a ruler on the board. TTW model
lining up an object (marker) at the 0 mark and how to read a ruler
o Line up at 0 mark and count to the nearest number
o Model measuring different items:
Marker
Paper clip
Scissors
Allow students to practice by measuring their pencil. Have the students check
the measurement of their elbow partners pencil to make sure their partner has
measured correctly
Introduce the Find It! Activity, which provides students with measurements in
inches. Students must find objects around the room that match these
measurements.
o I would like for you to start with objects at your desk that may match
these measurementsthink about your pencils, markers, crayons,
erasers, etc.
During this stage the teacher will pull a group of students to work with her at
the Guided Math table to work on the activity together. (These students will be
identified from the pre-assessment scores as well as observations from
yesterdays lesson)
o Group Includes:
JiMarious
Joseph
Kentavious
Johnny
Closure:
Have students come back to the carpet when theyve finished the lesson and on
the Promethean board have students write down the objects theyve found on
the appropriate column.
When all students have finished measuring, the class will discuss the objects
that theyve found and how many inches they were.
Assessment: (APS 3)
o The students will turn in their Find It! Activity for an informal assessment that will provide the
teacher with feedback about which students were able to successfully measure and which students
need more support and practice. (This feedback will help the teacher create another group for guided
math)

Adaptations: (APS 6, 7)
o ELL Students: This activity is not as linguistically demanding and should not be as challenging as
yesterdays lesson. If a student seems to be struggling, I will allow them to work with a partner.
When I give directions, I will be very clear and model what my expectations are before I dismiss the
students to explore on their own.
o JiMarious: JiMarious will be working with me at the guided math table so that he can have extra
support and attention. He needs to focus on making reasonable estimations in inches, so I will have a
few materials already selected to that he can have a smaller selection of items. This will take away
the challenge of having to generate objects around the room and will help him focus on selecting and
measuring the materials.

Follow-up Lessons/Activities: (APS7)

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o We will be sharing some of our responses with our classmates to compare objects and see
which objects may be the same length.
o A follow-up lesson may be a similar activity but using centimeters instead of inches.

Reflection:
I thought that this lesson went very well and today I made sure to model and define behavior
expectations before allowing the students to begin the activity. I modeled the behavior and then had
a student who is typically disruptive model the example behavior (this was intentional because I
wanted that student to show meand himselfthat he is capable of displaying model behavior). This
really helped with the classroom management of this lesson and it never got extremely loud.
The students were very focused and I didnt have any that werent participating. A few finished early
and I realized I should have instructed early-finishers to either go back and find other objects that
were the same size, or provided them with another relevant activity. In the future I need to make
sure to plan for early finishers.

Short Range Lesson Plan - 3

Title of Lesson: Centimeters to Centimeters

Subject: Mathematics
Grade level: 2nd Grade
Cooperating Teacher: Mrs. Myers
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Student Teacher: Ms. Connolly

Objective(s): (APS 4)
o The student will be able to use a ruler in order to measure an object in centimeters. 80% of students
will make a reasonable estimation 75% of the time.

South Carolina State Standard(s) Addressed: (APS 4, 6)

2.MDA.1: Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to
measure the length of an object.

Rationale for Instruction: Students will need to learn how to measure in centimeters because its a
smaller unit than inches and centimeters are a customary unit of measurement that is commonly used.
I planned this activity in response to the book we read yesterday ( Inches to Inches) and as a way for
students to incorporate their interests (they LOVE drawing and many are very talented) to create a
product for the students to share and enjoy.

Prerequisites:
o The students should know how to use a ruler and measure in inches.
o The students have been posed the question: how does what we measure influence how we measure
o The students have practiced estimating when using a ruler

Essential Question: How can I use a ruler in order to measure in centimeters?

Materials/Preparation: (APS 6)
o Inches to Inches by Leo Lionni
o Rulers (17)
o Construction Paper
o Pencils
o Crayons

Procedures: (APS 4, 5, 6, 7, 8, 9)
Introductory Activity:
POTD: The students should get out their math journals, turn to the next blank
page and title it Problem of the Day with the date and solve the following
problem:
o Johnny has a Snickers bar that is 14 cm. He eats 6 cm of the Snickers
Bar, how much of the candy bar does he have left? (Make sure your
answer is in centimeters!)
o TCW go over the problem and use a number line as a strategy to solve.
BEFORE the video:
o Class we are going to be watching a video that will help us review
measuring in inches. Yesterday we did a pretty good job of using our
rulers to measure. I think this video will help us fix our mistakes. Your
job is to pay attention to what the girl in the video is doing WRONGI
will be asking some friends this question after the video so make sure
you have an answer!
The teacher will play the video: https://safeshare.tv/submit?url=https%3A%2F
%2Fwww.youtube.com%2Fwatch%3Fv%3DVzW2sdCe228
Main Activity:
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Pose essential question: How can I measure using centimeters?

Using the Dukane, the teacher will display a ruler on the board. TTW model
lining up an object (marker) at the 0 mark and how to read a ruler using
centimeters
o Line up at 0 mark and count to the nearest number
o Model measuring different items:
Marker
Paper clip
Scissors
Allow students to practice by measuring their pencil. Have the students check
the measurement of their elbow partners pencil to make sure their partner has
measured correctly
Who can tell me a little bit about the book we read yesterday?
o Responses: Inches to Inches was a book about an inchworm who used his
body to measure birds so he wouldnt get eaten by them.
Today were going to be making our own book that we will get to read and share
with friends once weve finished.
Our book will be titled Centimeters to Centimeters. On each page I would like
for you all to draw 1 animal. This could be an animal that we might be seeing at
the zoo in a couple of weeks! Can someone raise their hand and give me an
animal?
The teacher will model drawing an animal on her page. After youve drawn your
animal, you need to measure it in inches. (Teacher models measuring in
centimeters). When youve finished measuring you need to write The (animal) is
____ centimeters long.
Once youve measured you may continue coloring your page. Remember they need
to be 5 illustrations because were going to be sharing this with other classes
and I want them to see our best work!
Students will go back to their seats and work on the activity. Pull the following
students to work on the guided math table:
o Johnny
o JiMarious
o Ana
o Jesus
o Robert
Closure:
Have students come back to the carpet when theyve finished the activity and
the teacher will share a few examples.
Pose essential question again and pull sticks with the students correlating
number to have them measure an object using centimeters
Assessment: (APS 3)
o The teacher will be circulating the room during the activity to work with specific students who are
struggling with measuring in centimeters.
o The students will turn in their page with the length of their animal. This product will serve as an
assessment for the teacher as they will be able to see which students were successful when measuring
in centimeters.

Adaptations: (APS 6, 7)
o ELL Students: Ive plan this lesson specifically because many of my emergent bilinguals are talented
artists and love to draw pictures to correlate with their writing. Im hoping that being able to
visualize an image in connection with its length in centimeters will help them with their estimation
 Connolly 13

skills. Im pulling Ana and Jesus to sit with me in the back table so that they may receive extra
support when measuring.
o JiMarious: JiMarious will be sitting with me at my back table so that I can provide him with extra
support when measuring and writing. We will focus on correctly lining up the ruler and estimating to
the nearest centimeter.

Follow-up Lessons/Activities: (APS7)

o We will be sharing our book with Ms. Browns class and I will leave the book in the classroom
so that students can have a chance to read it from front to back.
o Ideally, it would be amazing if each class made their own version of Centimeters to
Centimeters so that we could all share our books with one another.

Reflection: I really enjoyed this lesson because I think the students were doing a great job of
measuring in centimeters. They got the hang of measuring in centimeters very quickly, probably
because its so similar to measuring in inches. The students worked hard throughout the activity and I
think this is because they enjoyed being able to draw their animal after measuring. The only thing I
would change about this lesson is the amount of time they were actually measuring. In the future I
probably would have had them check their partners measurement to make sure that it was accurate
(that way they could have more practice).
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Short Range Lesson Plan - 4

Title of Lesson: Measurement Olympics

Subject: Mathematics
Grade level: 2nd Grade
Cooperating Teacher: Mrs. Myers
Student Teacher: Ms. Connolly

Objective(s): (APS 4)
o The student will be able to measure and estimate in both inches and centimeters. The student will be
able to determine which measuring tool is most appropriate to use based on the object being
measured.

South Carolina State Standard(s) Addressed: (APS 4, 6)

2.MDA.1: Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to
measure the length of an object.

2.MDA.2: Measure the same object or distance using a standard unit of one length and then a
standard unit of a different length and explain verbally and in writing how and why the measurements
differ.

Rationale for Instruction: This lesson will allow for students to use their knowledge of measurement
and measuring tools in a game-based instructional activity. Often making a lesson culturally relevant
for students means making the lesson exciting and related to a real-world activity. Creating a
Measurement Olympics motivates students to try their best when estimating and measuring, but it is
also engaging and fun for students.

Prerequisites:
o The students have learned how to use a ruler and measuring tape when measuring in inches and
centimeters.
o Students have practiced making estimations. (In the mornings I have put different items in a glass
jar and students practice making estimations by guessing how many items are in the jar).

Essential Question: How can I use different measuring tools to measure the distance of an item?
How can I estimate the distance of an item?

Materials/Preparation: (APS 6)
o Rulers (multiple)
o Meter stick (1-2)
o Yard stick (1-2)
o Measuring Tape (2-3)
o Measurement Olympics Sheet
o Cotton Balls

Procedures: (APS 4, 5, 6, 7, 8, 9)
Introductory Activity:
POTD: The students should get out their math journals, turn to the next blank page and title
it Problem of the Day with the date and solve the following problem:
 Connolly 15

1 Kimberly has a ribbon that is 10 inches. She needs more ribbon to make a bow. Lesly
gives her 12 more inches of ribbon. How much ribbon does Kimberly have now? (Give
your answer in inches!)
2 TCW go over the problem and use a number line as a strategy to solve.

The class will meet on the carpet and review making estimations, measuring in inches
and centimeters, and using different measurement tools.
The teacher will ask students what they know about the Olympics.
The teacher will tell the students that they will all be competing in a
Measurement Olympics today.
The teacher will go over each event or station.
Measuring tools will be placed at each station and students will be broken into 3
groups.
Pose essential question:
Today during our lesson were going to be thinking about what tool you may want
to measure in inches and centimeters. I also want you to practice making
estimations that make sense before you actually measure!
Teacher displays the score chart.
Main Activity:
Each group will go to an event
The first group goes to the first event: Cotton Ball Toss
o At this station the students will be tossing their cotton balls directly in
front of them.
o On Event 1s scoreboard they will record their estimations in
centimeters and inches.
o Students will pick an appropriate measuring tool to accurately measure
the distance their cotton ball traveled.
o The students will record their actual measurements in centimeters and
inches on the scoreboard.
o The teacher will call time and groups will move on to the next event

The second event is the Cotton Ball Kick

o Students will kick their cotton ball and estimate/measure how far their
cotton ball has traveled
o Students will record their estimations/measurements on the events
scoreboard
The third event is the Cotton Ball Flick
o Students will flick their cotton ball and estimate/measure how far their
cotton ball has traveled
o Students will record their estimations/measurements on the events
scoreboard
Closure:
After each group of students has visited each event the teacher will call for
students to clean up their station and meet back at the carpet
While students are cleaning, the teacher should check each scoreboard to see
who had the closest estimation and actual measurement.
The winner of each event will be given a prize.
Turn and Talk: Tell a if you think your estimations were close to your actual
measurements. Why or why not?
Turn and Talk to another Neighbor: Tell your neighbor what measuring tools you
used during the different events. Why did you choose to use those tools?
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Assessment: (APS 3)
o Teacher observation of student responses and measuring techniques throughout the activity. The
teacher will be looking to see if students are making smart choices when it comes to choosing a
measuring tool.
o Product: The scoreboard will allow for the teacher to see if students are making accurate estimations
and measurements.

Adaptations: (APS 6, 7)
o ELL: For my emergent bilinguals, I will make sure that they are given clear directions before beginning
this activity. I will also make sure that I can check in on them throughout the activity to make sure
they are understanding what they are supposed to be doing.
o JiMarious (IEP): I will make sure to place JiMarious in a group of students who are receptive to his
needs and can help him communicate his thoughts. Ill make sure to check-in to make sure hes
understanding the task. I also want to make sure hes choosing an appropriate measuring tool so I will
work with him during the beginning of the activity and give him a smaller choice of tools: Use a ruler
OR a measuring tape.

Follow-up Lessons/Activities: (APS7)

o We will be measuring for our Meter Dashes tomorrow, which will complete our Measurement
Olympics 2017. We will crown our Overall winner tomorrow following the races.

Reflection:
I really enjoyed planning this lesson, but the implementation was difficult. Planning stations and then
maintaining control while students are completing the stations is hard to do. Next time I teach with
stations, I need to make sure Im fully prepared before the lesson begins in terms of setting up. (I
should have marked the START lines with pieces of tape so that students knew where they had
started from so that they could accurately measure.

I also found that classroom management was a little bit more difficult today and I think it might just
be because the students were really excited about the lesson and were a little bit louder and wilder
than usual. I need to find a happy medium of getting the students excited and interested in a lesson
while also making sure they are able to listen and focus when needed.

I think this lesson was successful in terms of providing me with feedback on what I need to work on.
Some students were still struggling with estimating because they still think they need to measure in
order to estimate so I think Ill need to continue to focus on making estimations throughout the rest
of my unit.
Connolly 17
 Connolly 18

Short Range Lesson Plan - 5

Title of Lesson: Measurement Olympics

Subject: Mathematics
Grade level: 2nd Grade
Cooperating Teacher: Mrs. Myers
Student Teacher: Ms. Connolly

Objective(s): (APS 4)
o The student will be able to estimate and measure distance in meters. The student will also be able to
compare the meter race lengths and run the race following the measurement.

South Carolina State Standard(s) Addressed: (APS 4, 6)

2.MDA.3: Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric
units (i.e., centimeter, meter).

Rationale for Instruction: This lesson will allow for students to use their knowledge of measurement
and measuring tools in a game-based instructional activity. Often making a lesson culturally relevant
for students means making the lesson exciting and related to a real-world activity. Creating a
Measurement Olympics motivates students to try their best when estimating and measuring, but it is
also engaging and fun for students. Todays event in the Measurement Olympics allows students to see
the relevance of meters when measuring in real-life. Students will also benefit from some active play
during this lesson.

Prerequisites:
o The students have learned how to use a ruler and measuring tape when measuring in inches and
centimeters.
o Students have practiced making estimations. (In the mornings I have put different items in a glass
jar and students practice making estimations by guessing how many items are in the jar).

Essential Question: How can I estimate and measure using meters?

Materials/Preparation: (APS 6)
o Meter Sticks x 10
o Blue and Red Chalk x5 each

Procedures: (APS 4, 5, 6, 7, 8, 9)
Introductory Activity: The class will meet on the carpet and practice a measurement
word problem by answering the Problem of the Day with the Promethean Clickers:
A beaver is 15 in long. It grows 23 in. How long is the beaver now?(number line)
The teacher will introduce the meter stick and model how to measure using
meters.
1 meter stick = 1 meter.
Introduce todays Olympic events:
o Today we will be going outside on the walking track to measure for our
Meter Dashes. Each group of students will be working together to
measure for a different race. Once weve completed the measuring
portion, each group member will compete in a race!
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Pose essential question:

Today during our lesson were going to be thinking about how we can estimate
and measure using meters.
The teacher will break students up into 5 groups
Instruct students to bring their estimations of
Main Activity:
The class goes outside to the walking track. Each group receives 2 meter sticks
and blue and red chalk.
Group 1 will be measuring for the 20 Meter Dash
Group 2 will be measuring for the 25 Meter Dash
Group 3 will be measuring for the 10 Meter Dash
Group 4 will be measuring for the 15 Meter Dash
Group 5 will be measuring for the 5 Meter Dash
Students should first estimate where the finish line will be and mark it with
BLUE chalk
Once theyve estimated they should begin measuring and mark the finish line
that theyve accurately measured with RED chalk.
Closure:
Once each group has measured the teacher will record which group made the most
accurate measurement.
The students will break into groups of 3 and run the 20 Meter Dash. The winners of
each will compete each other until a winner is determined.
Once back inside the students will turn and talk to their neighbors and come up with
another time they may need to measure in meters.

Assessment: (APS 3)
o Teacher observation of the markings made in blue and red chalk. The teacher will also observe the
groups measuring with their meter sticks.

Adaptations: (APS 6, 7)
o ELL: For my emergent bilinguals, I will make sure to give slow, clear directions and provide support
throughout the activity to make sure that they are understanding the directions. I will make sure to
model how to measure using a meter stick by marking small ticks where its been placed then move it,
lining it up and marking again.
o JiMarious (IEP): I will make sure to place JiMarious in a group of students who are receptive to his
needs and can help him communicate his thoughts. Ill make sure to check-in to make sure hes
understanding the task. I will make sure to place JiMarious in Group 5 so he is not too overloaded
with the task at hand but still gets to practice making estimations and measurements in meters.

Follow-up Lessons/Activities: (APS7)

o Ive identified that students are still struggling with making estimations so I want to make
sure were still getting to practice this skill daily.
o After the Measurement Olympics the students will continue to practice their estimation skills
by guessing how many items are in a glass jar or how long a piece of tape is on the floor.
Whoever guesses the closest amount will receive a prize.

Reflection:
 Connolly 20

The students and I really enjoyed this lesson but I didnt really consider how much time it would take
to go outside, get set up, and actually measure/estimate. The students had time to run the race but it
took a lot longer than I had imagined.

The students did a much better job this time in terms of being wild and crazy. I think being outside
helps because they feel excited just to be able to run around freely and its not as constricting as a
classroom setting. I was surprised at how focused they were but I think it was just because they
knew the quicker and more accurately they measured, the quicker they would be able to race.

Im so happy I was able to create a lesson that the students really enjoyed, and where they are able
to get in some much needed exercise! (Dr. Smith would be happy )
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VIII: Analysis of Student Learning:

Students in the Class: 17

Students with Exceptionalities:
JiMariousReceives Special Education services, has an IEP
TarajiIdentified under our Challenge Program (Academically
Gifted Program)
AnikaIdentified under our Challenge Program (Academically
Gifted Program)

Being able to measure objects, determine which measuring tool to use,

and differentiate between standard and metric units of measurement
are all South Carolina State standards and therefore students must
know the material in order to meet School and District-set goals during
testing periods.

Mrs. Myers has listed measurement as a SLO goal for her students and

IX. Primary Assessment Strategies & Evaluation

Criteria

Pre-Assessment: For the pre-assessment, I used a test as a way to

base my instruction. I also completed a test-item analysis in order to
clearly see the strengths and weaknesses of my students.

1 How did you decide on the assessment?

This test was a traditional paper and pencil assessment and was
chosen because I felt it would give me a clear basis of which
performance standards the students struggled with the most,
and which they seem to already have a good grasp on.
2 How does the assessment accommodate the needs and
interests of ALL students?
This test includes a lot of pictures and visuals for students to use
when answering their questions. These visuals are helpful to
ELLs and students that struggle with reading and analyzing text.
The test was read aloud to all students prior to handing them
out. JiMarious was able to have questions re-read to him (based
on his IEP accommodations). I felt that each student was able to
successfully take this test based on its language and tasks. I
constantly reassured the students that this test was just for me
to see what they knew and would not be counted as a grade but
they needed to try their hardest so that I can help them when
teaching.
 Connolly 22

3 How does your evaluation criteria clearly differentiate

learning?
I think my pre-assessment provided challenge for those who
were ready, but also support for those who needed it.
I also believe that this assessment allowed for me to determine
what level of differentiation I would need to plan for and which
students I may need to pull for small-group instruction.

4 How will the results of pre-assessment be used for

instruction?
This pre-assessment allowed me to see what areas of
measurement I needed to really focus on. For me, I knew that I
needed to focus on using and comparing/contrasting the
measurement tools as well as focusing on comparing lengths
based on the units. This assessment also allowed me to create
my first small-group for Guided Math that would likely change
throughout instruction. (My first group was: Taraji, JiMarious,
Robert, and Jesus)
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Post-Assessment: For the post-assessment I decided to use a

Checklist that would require students to perform standard-related
objectives. The checklists were compared so that I could see which
students had mastered certain standards, and which standards were
weaknesses for specific students or the class as a whole. Most of the
 Connolly 26

questions required students to perform a standard (i.e. measure a

pencil to the nearest inches) or analyze and evaluate which measuring
tool or unit would be best in a certain situation.

I chose to use a checklist because I wanted to see if students would be

able to complete a task and differentiate between the units without
having to take a pencil and paper test. I feel that this is a more
authentic way to assess students because theyre actually performing
a task rather than simply reading a question off of a test and
answering.

I took the information from each students individual checklist and

combined them here to compare their strengths/weaknesses.

X. Interpretations and Decisions

Pre-Assessment:

1.
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2. Summarize the results of the pre-assessment and describe

the implications of these results on the instruction for all
learners.

Looking at the pre-assessment results allowed me to begin

planning for instruction. Based on the results, I knew I needed to
spend the most time working on using measuring tools to measure
and estimate items in inches and centimeters. The students did
okay on choosing measurement tools but struggled with
comparing lengths, therefore we should spend a some time
working on this skill.
This assessment also allowed me to begin my first small group to
pull for measurement skills. I chose the 4 lowest scorers as my
first group:
-JiMarious
-Jesus
-Taraji
-Robert

Im glad that I chose to consult my pre-assessment results in order

to form the first group because Taraji is typically a well-performing
student and I wouldnt have thought to pull in for a small-group.
However, she struggled with measuring at first until she was given
some 1-on-1 time to practice.

3. Create growth targets for unit outcomes to be measured in

post assessment. These growth targets should describe
growth for ALL learners and may differentiate for groups
or individual learners.

I have three major growth targets for my students based on their

performance in the pre-assessment:

1) Students should be able to use a variety of measuring tools to

accurately measure an object.
 Connolly 28

2) Students should be able to compare/contrast measuring tools

and choose the best tool to use based on the size of the
object being measured.
3) Students will be able to identify and discuss differences in
units of measurement (compare inches and centimeters).

Post-Assessment:

1.

I was very impressed with my students after they completed

their performance assessment! My goal was to have students get
to at least 85% proficiency and only 2 fell below that goal. My
first student that didnt reach his goal is JiMarious and he is
pulled for Special Education resources and has some learning
deficits. Knowing him as a student, I know that this score is an
achievement for him and I wanted to make sure he at least
accurately measure items. The second student was Kentavious
and he had missed 4 days of instruction due to an illness and it is
apparent that he missed out on some key instruction while he
was absent.

2. Explain the ways in which student grades were assigned

(or other indicators of student performance).
I designated one point for each question and students were
assigned their grade based on the questions they were able to
correctly answer. Each problem was based on whether the
students were able to perform a measurement task or not. If the
student was able to measure correctly and accurately, they were
awarded a point.

XI. Reflection and Self-Decision

1. Describe the impact of the unit on the learning of ALL

students including students with individual needs. Reflect
 Connolly 29

on and describe the relationship between your students

learning progress and growth and your teaching
performance based on the criteria included in this
assignment for the instructional unit.

For the most part, I believe that my students learned a great deal
about measurement and using different measurement tools. My
students that required accommodations, such as JiMarious (IEP)
and my ELL students did well with measurement. I believe their
growth was based on my focus of using and comparing
measurement tools in an engaging and active manner. I think
having a lot of hands-on practice with this skill resulted in their
success.

2. If you were to teach this unit again to the same group of

students, what, if anything, would you do differently, and
why?

Although we began to work almost daily on measurement word

problems, I think I would have more heavily focused on solving
word problems. This is a skill that will take place in the later unit,
but it may have been helpful to go ahead and introduce this skill
more directly in while students were beginning to learn about
measurement.
I also feel that I could have done a better job explaining the
standard and non-standard units of measurement (i.e. measuring
in inches vs. measuring in paper clips). The students still seemed
to struggling with comparing units of measurement so I would go
back and focus more on comparing units.

3. As a teacher, how could you communicate with parents and

families, school instructional staff, team leaders and school
principals to engage in a school climate of student growth
and learning?

Keeping parents and family informed on the content and goals of

our classroom is important. I want to keep families updated with
our progress as a class and share with them our goals and
successes. Along with this I will share our strengths and
weaknesses as a class so that parents are seeing what/how I plan
and implement instruction. I will keep instructional staff, team
leaders, and principals updated so that I can receive as much
support and advice as necessary to provide my students with a
supportive and responsive education. Doing so ensures that I am
always seeking personal/professional growth as a teacher that I
hope will transfer to creating goals for my students. My school
 Connolly 30

requires that all teachers keep data notebooks for students to track
and record academic growth and have students reflect on their
engagement in the classroom. I feel that this is a great way for
students to be active participants in their learning from an early
age and I would require students to track their scores in order to
reflect on their own personal strengths and weaknesses. As a class
we would set new goals for ourselves following a unit in order to
continually grow and learn.