Teacher: Emily Bellin Date: March 6, 2017

Subject: Math Grade Level: 2nd

Title of Lesson: measure using centimeters Lesson Length:
Overview of the Lesson
Lesson Summary:
During this lesson, students will learn about centimeters and different benchmarks that can
they can think about when thinking of centimeters. We will start this lesson by discussing
what a centimeter is, followed by looking at an anchor chart, showing different centimeter
benchmarks. We will then watch a video to learn a little more about centimeters and
reinforce what we just learned on the anchor chart, followed by guided practice on
measuring using the fingertip as a benchmark. Students will also complete their mad minute
fluency.

Lesson Objectives: The students will be able to

Measure length and height in centimeters

Materials/Equipment to be Used in Teaching the Lesson:

Smart board
Anchor chart
Worksheet
Pencils
Laptops

Massachusetts Framework Standards:

2.MD.A.1

Enduring Understandings:
Big Ideas: The students will understand that
Measuring things in centimeters means that we are measuring in different units, there
are different benchmarks that we can use when we think about benchmarks
Concepts: measurement, counting

Essential Questions:
What is a unit?
What is length?
What is height?
When we are measuring something what are we trying to find out?

Content
Factual Content:
Measurement, counting
Vocabulary:
Tier 1:
Measure
Tier 2:
Centimeters, unit
Tier 3:

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Reading: students will read the anchor chart, words on video, and worksheet to be able to
ask and answer questions throughout the lesson, as well as iReady questions
Writing: students will write answers to questions on worksheets and mad minute fluency
Speech: students will be answering questions and sharing ideas throughout this lesson when
called on by the teacher, or doing a turn and talk with a partner
Listening: students will be working on listening to all directions and other students, not
calling out when someone else is talking

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Students will be assessed during this lesson by answering questions that are asked aloud and
answering questions on the worksheet.

Action/Instructional Procedures

Procedures: For each procedure, list the teacher or student actions (with
accommodations and modifications) as well as the anticipated amount of time it will take
to accomplish each task.

Anticipatory Set: (hook) Today we are going to start with our mad minute
addition and then we are going to learn about centimeters and what a centimeter
is.
Step One: Can I please have all of my friends sitting on the rug facing the little
board first? Thank you. We are going to learn about centimeters today. Who can
tell me one object that we talked about last week that was about an inch long, or
another one of our inch benchmarks? (student response) yes! Today we are going
to learn about centimeter benchmarks.
Step Two: First, who can remind me of what a unit is? (student response) yes!
And centimeters are another unit of measure, which means that we can still use
centimeters to measure and centimeters are standard units of measure. Some of
the things that we can think about when we think about centimeters are, the eraser
on pencils, ones cubes, or even our fingertip!
Step Three: I would now like everyone to turn their body to the smart board so
that we can watch a video to tell us a little more about centimeters.
 Step Four: Okay my friends, so now we are going to practice measuring some
things with our fingertip as our measuring tool. We are going to measure a crayon
box first. Who can tell me what I need to make sure I do when I measure
something? (student response) yes! Who can tell me something else? (student
response/go through all 4 steps from the checklist).
All other steps: Okay my friends, I am now going to send you back to your seats.
We are going back to our seats quickly and quietly, at a level 0. If you talk, you
are going to come back down to the rug. I want to see who my quietest group is
going back to their seats.
Homework/Extension Activities: we will be building on the introduction of
centimeters throughout the week.

Reflection on Lesson

a. The Lesson Plan: Something that I think went well in this lesson, was the use of
the anchor chart in helping the students to understand what we were learning in
the lesson and supporting their understanding of how to measure with their
fingertip. I think that the video also really helped to support student understanding
and learning of what we were learning about, and how to successfully measure
with fingertips. I feel that I could have worked on giving the students a little more
information in the beginning of the lesson and modeled how I wanted them to
measure using their fingertips as measurement tools. Most of the students were
able to meet the objectives for the lesson. This was made very clear through the
students abilities to answer questions and help me to measure some objects during
the closing. Some of the students were confusing inches and centimeters and
saying inches as the unit instead of centimeters, but I plan on clarifying that and
reviewing todays lesson tomorrow to reinforce the students understanding of
information learned about centimeters today.
b. Teaching Skills: I think that one thing I did well was explain that centimeters are
a different unit of measure and give students examples of things to think about
when they hear the word centimeters. I also think my anchor chart was very
helpful for students and they were reminded of the checklist that they should be
using when measuring with nonstandard objects, such as fingertips. Something
that needs to be addressed is making sure that students were just using their
fingertips, not their entire finger and that they were putting their index fingers
right next to each other, not leaving any room for gaps. I also think that I could
have brought in a ruler to show the students the difference between an inch and
centimeter so that they will understand that there is a significant difference.
c. The Students: I was pleased with some of the students performance during this
lesson, although some were not as focused as they usually are, but for the most
part, students did a great job with remaining focused with the distractions that
were happening during the lesson. Students did a great job during the closure of
this lesson and were able to answer many of the questions that I asked about what
we did during the lesson and how they can use their fingertips to find the length of
something. I think one thing that some of the students struggled with was
understanding that they could use both of their index fingers to measure rather
than just one. I think that it would have been helpful for students if I had
demonstrated a few problems instead of just one.