Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Anna Achterhoff Lesson # ___4___ Subject/Grade: Math /Second Date and Time of Lesson: Tuesday November 12th 2013 Learning Objective: Students will be able to correctly estimate and measure length to the nearest inch. Alignment with Standards:
CCSS.Math.Content.2.MD.A.3- Estimate lengths using units of inches, feet, centimeters, and meters.

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. VA2-1.3 Use and combine a variety of materials, techniques, and processes to create works of visual art.

Developmental Appropriateness or Cross-curricular connections: Students should have prior knowledge of what it means to estimate. Students should also know an inch is smaller than a foot in units of measurement. It is important for students to learn how to estimate the length of an object and how to choose the correct unit of measurement because this is a skill they will use both in and out of school. Assessment(s) of the Objectives:
Lesson Objective Assessment of the Objective Use of Formative Assessment By observing, recording, and analyzing students responses, for both the pre and post assessments, it will be clear which students did and did not grasp the concept of estimating and measuring the length of an object. Using formative assessments I will be able to identify the students who have difficulty grasping the concept so they can receive additional individual help.

Students will be able to correctly estimate and measure length to the nearest inch at the conclusion of the lesson.

Students will be assessed three times during this lesson. Pre assessment- Show each student two objects, one at a time, and ask them to estimate the length. Note whether or not units of measurement are used. During assessment- Observe students as they record estimations and measurements for each strip of paper. Post assessment- Assess each students Measurement Masterpiece by checking for realistic estimates, accurate measurements, and correct addition.

Accommodations:
Students who have trouble seeing or hearing can sit closer to the board. The two students in the classroom with special needs are usually gone to OT during the time allotted for the lesson. If the student/students with special needs are present, I will speak with their shadow assistants prior to review the lesson so they can assist the student if need be. Early finishers can estimate and measure the lengths of different items in the classroom. Slower paced learners will be allowed to come back to their unfinished work during independent lesson time.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials: rulers (one per student) pre-cut colored construction paper strips cut into a variety of precisely measured lengths from 1 to 12 inches (at least six strips of different lengths for each student) white construction or copy paper, 8-1/2 x 11 inches (one sheet per student) glue markers or crayons

Procedures: 1. Ask the class to take a sit on the rug, and then review behavioral expectations for the class during the lesson. 2. Explain the class that an estimate is not just a random guess; instead it is a close guess of the actual value, usually with some thought or calculation involved. 3. Show the students a jar of M&Ms and ask them to make an estimate of how many they think are in the jar. 4. Tell the class that during the activity later on in the lesson they will be able to write their estimation down for the number for M&Ms in the jar and drop their estimate in a brown paper bag next to the jar. The student with the estimate closest to the actual number of M&Ms will get to keep the jar. 5. Hold up a ruler and ask if anyone knows the name of the tool and what units of measurement it can be used for. Show students that numbers are on both sides of the ruler: one edge shows inches and the other shows centimeters. Make sure students are all focused on the "inches side" of the ruler. 6. Hold up a strip of pre-cut construction paper. Ask students to estimate how many inches long the strip is. Ask a few students to share with the class their estimate. Record students responses on the board, then show them how to measure the actual length of the strip. As a class discuss how accurate the estimates given by students were. 7. Next, introduce the activity. Distribute strips of colored construction paper pre-cut in lengths varying from 1 to 12 inches. Give each student at least six strips. Each strip should be a precise length (example, exactly 4 inches long or exactly 9 inches long). Also give each student a ruler and a chart to record both the estimate and actual measurement for each color strip. 8. Have students estimate the length of each strip and record their estimate in the row corresponding to each strips color on their chart. 9. Then once students have completed the estimated length column of the chart have them check their estimates by measuring the actual length of each strip. Students will write the actual measurement for each strip in the column next to the strips estimated length. 10. After all strips have been measured and data recorded on the chart, provide each student with a sheet of white paper. Challenge students to use their imaginations as they manipulate their paper strips to create an object. (For example, use strips to form a flower, house, etc.) 11. Have students glue down their strips on the white sheet of paper to create an image. They can use markers/crayons to add detail to their creation. 12. When students are finished gluing, have them total the number of inches in paper strips they used to create their object, and give their artwork a title that includes the number of inches used (For example: My 35-Inch Flower). 13. Ask students to clean up their work stations and to return quietly to the rug for further instruction.
Higher Order Thinking Questions:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

What does it mean to estimate? What are things that we use estimation to figure out the length for? What unit of measurement comes before and after inches? When does estimation come in handy?

Activity Analysis:
Introducing the concept of estimating to the class by using candy will keep the group engaged and interested in the lesson. Students will have the opportunity to submit their estimate of the number of M&Ms in the jar. By incorporating an incentive for participation students will try their hardest to understand how to make an accurate and realistic estimate. Students will be given strips of paper and a chart to record their estimates for each piece. Students will then be given a ruler so they can measure the actual length of each strip and record their answers in the column next to their estimates. By doing this students will be able to see how close their estimate was to the actual measurement in order to gain a better feel of visual representation of length in inches. Using the strips of paper the students measured they be able to use their imagination to create a picture. The class loves to create art that is why I incorporated this activity into the lesson. Technology is not incorporated in this lesson because I feel as though the concept of estimation and measurement is best taught when students have time to use and manipulate materials first hand.

References: . Graham, L. (n.d.). Retrieved from http://www.educationworld.com/a_tsl/archives/03-1/lesson029.shtml