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Lesson Plan Title: Comparing Lengths in Centimeters Subject/Grade: Mathematics/2 1 Learning Outcomes/Objectives

Students will use a centimeter ruler to measure and compare lengths. Students will find the difference in centimeters in lengths of objects.

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71 views

Lesson Plan Title: Comparing Lengths in Centimeters Subject/Grade: Mathematics/2 1 Learning Outcomes/Objectives

Students will use a centimeter ruler to measure and compare lengths. Students will find the difference in centimeters in lengths of objects.

Uploaded by

api-312576877
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Title: Comparing Lengths in Centimeters

Subject/Grade: Mathematics/2nd grade


1

Learning Outcomes/Objectives

Students will use a centimeter ruler to measure and compare lengths of objects.
Students will find the difference in centimeters in lengths of objects.

Standards
2.MD.1: Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes
2.MD.4: Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit

Anticipatory Set
Show children 5 pieces of yarn of different lengths, all shorter than 15 cm. Ask 5 volunteers
to each measure the length of their strings using centimeter rulers and write the lengths on the
board. Then as a class, arrange the pieces of yarn in order of length. Also, arrange the
numbers on the board in order from least to greatest. Show that the order in each case is the
same.

1.4 Procedures
Project a student math book on the Promethean Board while students follow along in their
math books at their desks.
Go over page 211 together. Have students measure the length of each item on that page. Ask
students to compare the lengths. Ask: Which is longer, the crayon or the eraser? How much
longer? Remember: When were comparing, what do we do? Add or subtract? Then ask,
Which is shorter, the paper clip or the eraser? How much shorter?
Use ActivInspire on the Promethean Board to complete pages 212 and 213 together as guided
practice. Have students come up to the interactive board to put in their answers. Emphasize
that different starting points are used when measuring objects.
On the top of page 213, remind students to get out their centimeter rulers. They will need the
rulers to complete the next several problems.
Have students do the hands-on activity at the bottom of page 213. Guide students to follow
the steps to measure and compare the lengths of objects.
Have students do pages 214-215 independently to provide more practice. Walk around,
observe, and provide assistance when needed. For problems 3-6, remind students what the
difference is between a meter and centimeter by showing them the meter stick.
1.5 Differentiation
ELL students may require help understanding part c of each problem on page 212 (finding
how much shorter or longer). Explain what is being asked. Read aloud the sentence without
using the numbers. Ask a proficient English speaking student to help the ELL student solve
the problem if necessary.
1.6 Formative/Summative Assessment of Students

A formative assessment will be performed when walking around the room observing students
working independently.
Are students able to compare lengths correctly?
Are students answering the questions correctly?

1.7 Closure
Close the lesson with independent work so students can test themselves on their
understanding. They can pair up with a partner to check each others work.
1.8 Materials/Equipment
1 centimeter ruler per child
1 meter stick
Pencils
Math books
5 pieces of yarn
1.9 Technology
A document camera and Promethean Board with ActivInspire will be used to enhance
teaching and learning.
2.0 Reflection on Planning
The students are doing really well at understanding how to use their centimeter rulers. They
also understand that a centimeter is a small unit. Some of this lesson will be extra practice for
the students, but the comparing questions are somewhat new material that they still need to
practice. Manipulating yarn is fun for the students, but they need practice in using it to
measure curvy lines. My goal is to help the students understand this concept better in this
lesson. Also, they LOVE coming up to the interactive board and writing in their answers. Im
hoping that this engagement enhances their learning and keeps them interested.
2.1 Reflection on Instruction
This lesson went very well and all students were engaged! Ive taught math lessons without
the interactive white board, and I will say that the students are not as interested and on task
when that happens. This lesson was fantastic. Even the students that have attention issues and
get distracted easily were paying close attention. I worked very hard to reach out to ALL
students. All students excitedly raised their hands to share their answers. They loved coming
up to the interactive board and writing in their answers. One thing that put a little damper on
my lesson was some of the students were using printable centimeter rulers and some were
using actual wooden centimeter rules. There was a little discrepancy between the rulers. The
printable ones were a little shorter, so some students were getting different answers my 1 or
centimeter. Once I realized this, I let the students know to just use the answer that they get.
We dont use the printable rulers anymore. Students share the wooden rulers.

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