Direct Instruction Lesson Plan

Teachers:
Subject:
Ms. Ortega
2nd Grade Math
Standard:
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.

Objective (Explicit):
By the end of the lesson, SWBAT to measure in inches by using a ruler.
Student Friendly Objective: I can measure in inches by using a ruler.
Evidence of Mastery (Measurable):
Students will be able to measure different objects appropriately using a ruler and scoring at least
an 80% correct or higher on ticket out the door.
FFB (Falls Far Below) Student does little to no work on worksheet and ticket out the door. Student
has not demonstrated, the ability to accomplish the skill/explain the knowledge. Needs additional
support and re-teaching. Answers 1 to 3 questions correctly.
A (Approaches) Student infrequent, ability to accomplish the skill/explain the knowledge. Student
needs support with exit ticket shows effort but has only one or two questions correct. Answers 4 to
5 questions correctly.
M (Meets) ability to accomplish the skill/explain the knowledge (correct and consistent). Student
completes ticket out the door with little to no support. Answers 6 to 7 answers correctly.
E (Exceeds) Student has demonstrated ability to accomplish the skill/explain (above and beyond).
By completing an exit ticket that shows understanding of the lesson. Works on exit ticket
individually with no support. Answers all 8 questions correctly.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT identify a ruler
SWBAT recall what objects can be measured with a ruler
SWBAT differentiate between inches and centimeters on a ruler
SWBAT demonstrate how to properly measure with a ruler (beginning at zero)
SWBAT use a ruler appropriately to measure in inches
SWBAT measure in inches by using a ruler.
Key vocabulary:
Ruler- measuring tool
Inches- An inch is a measure of length.
There are 12 inches in a foot (36 inches in a
yard)
Length- how long something is.

Materials:
-Pencil
- recording worksheets
-ruler
- ribbon
-Exit ticket
-strips of paper
-white boards

-promethean board

Opening (state objectives, connect to previous learning, and make relevant to real life)
10 minutes
Teacher will begin by stating student friendly objective I can measure in inches by using a ruler.
Students will listen and repeat the objective with the teacher by reading it along with teacher.
Teacher will begin by saying Class last week we were working on looking at various standard tools
of measurement used to measure objects.
Can you remind me what where the tools we discussed about? Students will think pair share and
then share their answers with the class.
Why is it important? Students raise their hand to participate
Teacher will ask, can you give me an example of what we can measure using the a ruler?
Students will think pair share (1 minute). Students will share their response with the class.

Instructional Input (20 mins)

Teacher will state, Today we are to be using one of the tools of measurement we learned about,
we are going to be using a ruler to measure in inches.
TW state that knowing how to measure in inches is an important skill because it is used in everyday
life such as when you want to measure the length of your hand, feet, pencil, etc.
Teacher Will:

Students Will:

Teacher will grab a strip of paper to model

measuring the strip of paper with a ruler
using inches.
Teacher will say, class I have a strip of
paper I want to measure I will be
measuring this strip of paper with the ruler
using inches (remind students that all the
inches are the same size on a ruler)
(Teacher should have a ruler in hand to
model what side is the inches and
centimeters on a ruler)
TW say, I want to measure the strip of
paper in inches; I have inches on one side
of the ruler and centimeters on the other
side of the ruler. Today we are going to
focus on measuring in inches.

SW identify inches vs. centimeter by pointing to

the inches side of the ruler.

TW have students identify the inches on

the ruler by pointing to the inches side of
the ruler
(TW circulate the room to check for
understanding)
Explain that every column or line on the
ruler represents 1 inch and that the total
12 inches

Students will pair share their ideas with one

another by asking the question Do I start at the
end of the ruler or at the zero?

TW say, But I first need to make sure I

understand how I should begin to measure
the strip of paper.
Ask, when I measure an object in this
case a strip of paper where do you think I
should begin with measuring my strip of
paper with the ruler Do I start at the end
of the ruler or at the zero?
Say, turn to your shoulder buddy and
discuss how can I begin to measure my
string Do I start at the end of the ruler or
at the zero?(1 minute)
Teacher will walk around to listen to
student responses
TW say Class lets come together
Lets see what we came up with, so when I
begin to measure my strip of paper where
do I begin?
Show me thumbs up, if you think we being
to measure at the end of the ruler.
Show me thumbs up if you think we begin
to measure at zero.
Asks students to show thumbs up or down
if students agree or disagree
Teacher will bring class back together and
say now that we have come to consensus
that we begin to measure from zero I will

Students will show thumbs up or down if

students agree or disagree

Students are listening by showing 5 (SHOW 5)

voices are off, eyes are watching, ears are
listening, hands are empty, and bodies are still

model how to measure the strip of paper

using inches
TW measure the strip of paper and say
this strip of paper is _______ in.
TW then project another strip of paper with
the ruler without telling them the
measurement.
TW say: when I say go I want you to tell
me how many inches does the strip of
paper measure without shouting it out,
write in on your whiteboard, then turn your
whiteboard around put your marker down
and wait until everyone is ready. When I
Say SHOWDOWN show me.
You have 10 seconds
GO!
Write on whiteboard _______in.
TW say, class are we ready?,
SHOWDOWN!
TW check for understanding by looking at
student response on the white boards
TW shout out the answers students had.
_______ got it.
I see a _________.
TW say ok I see most of us got it Now
lets check.
TW SHOWDOWN the answer.
TW say its ok if your answer was not
correct because now we are going to
practice.
TW ask students to record the right
answer on their recording sheet.

SW write down how many inches the strip of

paper measures on their white boards, they will
turn their whiteboard around, put marker down
and wait until everyone is ready. When teacher
says SHOWDOWN SW lift their whiteboards to
show their answer

Guided Practice (15 mins)

Differentiation:
Teacher will model how to use the ruler again and will help students identify inches on a ruler
for those students who need clarification
Co-Teaching Strategy (One Teach, One Assist)
- Teacher and MT will assist students struggling with identifying inches vs. centimeters
Teacher Will:
- TW say now we are going to be
practice by measuring different size
ribbon I am going to pass out a piece
of ribbon to each of you
- TW pass out pre cut pieces of ribbon
(one for each student)
- TW say, I am passing a ribbon around
to each of you, do not touch the ribbon
until you listen for instructions.

Student Will:
Students will listen to instructions

Students will measure the length of their ribbon

and record their answers on the worksheet.
When students are done they will sit patiently
and wait for the rest of the class to finish.
SW

TW say, your job when I say GO! is to:

1. Measure the length of your ribbon
by using the ruler on the inches
side
2. Record the length of your ribbon
under Ribbon #1 column
3. Put your ruler, ribbon, and pencil
down and wait patiently until
everyone is ready
TW say, You will have 2 minute to
measure and record your answer
TW say (when everyone is ready)
- Now when I say GO!, you are going
to stand up, push in your chairs, grab
your ribbon and only your ribbon
TW say, we are going to do Stand Up,
Hand Up and Pair Up
(TW will model by asking a student to help
model instruction if needed)
TW will count down from 10 and students
should have found a partner
TW will repeat the procedure until
students measure ribbon #4. (TW will time
2 minutes for each rotation)

1. Measure the length of your ribbon by

using the ruler on the inches side
2. Record the length of your ribbon under
Ribbon #1 column
3. Put your ruler, ribbon, and pencil down
and wait patiently until everyone is ready
When teacher says GO! SW,
stand up, push in their chairs, grab their ribbon
and only their ribbon

SW, Stand Up, Hand Up and Pair Up find a

partner and high five, trade ribbons and go sit
back at their table and measure their #2 piece of
ribbon
SW repeat the procedure until they finish #4.

Differentiation
Students who need more time to measure their ribbon will have more time.

Independent Practice (15 mins)

Co-Teaching Strategy (One Teach, One Assist)

-TW walk around to make sure students are on task and understand the content.
-TW stop and work with those who need additional help.
Teacher Will:
Student Will:
-TW bring class together
-TW say, Now that we have had a lot of
practice measuring with the ruler using
inches I want to know what you learned
today so I would like you to complete the
ticket out the door.
-pass out ticket out the door

Work independently on their ticket out the door

without speaking to anyone.

TW say, this is your ticket out the door, I

would like you to work on the ticket out the
door independently without talking to
When students are finished they will sit down
anyone else in your table you will have 10 quietly and patiently by reading their library
minutes to complete the ticket out the
book.
door.
When you are finished you will stay sitting
down quietly and wait until everyone is
finished by reading your library book.
Differentiation
TW will work with struggling students who need additional help.
Co-Teaching Strategy (One Teach, One Assist)
MT will walk around and answer or clarify any questions students might have

Closing/Student Reflection/Real-life connections:(5 minutes)

TW have students sit at the carpet to bring class together.
When students are ready TW restate the objective.
TW say Class our job for today was, I can measure in inches by using a ruler.
Why do you think we measure things?
What other objects in the real world are used to measure in inches with a ruler?

Assessment Rubric

FFB (Falls Far Below)

A (Approaches)

M (Meets)

E (Exceeds)

FAME LEVEL
Student does little to no work on
worksheet and ticket out the door.
Student has not demonstrated, the
ability to accomplish the skill/explain
the knowledge. Needs additional
support and re-teaching. Answers 1 to
3 questions correctly.
Student infrequent, ability to
accomplish the skill/explain the
knowledge. Student needs support with
exit ticket shows effort but has only one
or two questions correct. Answers 4 to
5 questions correctly.
ability to accomplish the skill/explain
the knowledge (correct and consistent).
Student completes ticket out the door
with little to no support. Answers 6 to 7
answers correctly,
Student has demonstrated ability to
accomplish the skill/explain (above and
beyond). By completing an exit ticket
that shows understanding of the
lesson. Works on exit ticket individually
with no support. Answers all 8
questions correctly.

Pre Assessment

Name:______________________
Measuring in Inches Using a Ruler
Object
Strip of paper #1

Measure in Inches (in.)

The length of strip of paper #1
measures _____in.

Strip of paper #2

The length of strip of paper #2

measures _____in.

Ribbon 1
Ribbon 2
Ribbon 3
Ribbon 4

Assessment