Kelci Ellis

ITE 325
May 9th, 2017

Mini-Unit of Study
-Measurement-
Second Grade

Table of Contents
 1. Concept Map & list of concepts, procedures, and practices: Component 2 (pg. 3)
2. Unit plan objectives and rationale: Component 3 (pg. 4-5)
3. Culminating assessment and rubric: Component 4 (pg. 6-7)
4. Unit plan calendar & Instructional Materials: Component 5 (pg. 8-17)
5. Elaborated lesson plan: Component 6 (pg. 17-26)
6. Math task debriefs: Component 7 (Top of page 26)
7. Commentary: Component 8 (pg.26-28)

Component 2:

-List of concepts, procedures, and practices related to the mathematical terrain-

History of metric and English systems
How to use a ruler
Measure straight items
Measure curved items
Estimate the length of an item
Measure concrete items
Check for reasonableness in estimates and measurements
Measure non-concrete items
Line collage (Arts Integration)
Real life applications
Let's be doctors! Have students measure each other's height

2
 -Measurement Concept Map-

Component 3: Unit plan objectives and rationale

Information about students prior learning opportunities:
The students prior academic knowledge includes minimal practice with how to use a
ruler. The students understand that to measure an object you must put the end of the ruler at the
tip of the object with zero at the bottom but some students still need reminders. My mentor
teacher said they have had some practice with measuring liquid using measuring cups but as far
as using a ruler or yardstick they do not have too much prior academic knowledge. For example,
for homework my mentor teacher sends home math pages and there's usually some kind of shape
that they have to measure. I check the students homework on Tuesdays and Thursdays and
their measurements are usually not accurate. Also, most of the students can identify which unit is
centimeters and which is inches when looking at the ruler but they do not know the difference
between the two.
Central focus of the unit plan:

3
 The big idea my students are working on is #17: MEASUREMENT: Some attributes of
objects are measurable and can be quantified using unit amounts. This unit is connected to the
big idea of measurement because I will be having students estimate and measure objects in the
units of inches and centimeters, and also have students identify why is it important to know how
to measure. This will build on students prior academic knowledge because they are just getting
familiar with how a ruler works and now we will be practicing how to measure actual objects
with it, record our measurements, and take what we have learned and apply it to real world
situations.
Essential Question: Why is it important to know how to measure?
Rationale for central focus:
It is important for students to learn how to measure because measurement tools and skills
have a variety of uses in everyday life. The ability to use measuring tools, such as a ruler or
yardstick, and to estimate with these tools are necessary skills that help us to quantify the world
around us. They can tell us how tall we are and how far it is from here to there. Measurement is
important in providing links between different areas of mathematics. For example, it provides a
rich and meaningful context for the use of number skills and of spatial concepts. Measurement
also provides links between mathematics and other subjects. Measuring skills, especially
estimating, have an important place in many games and sports, like football. Measurement can
also be used in science experiments, say you're trying to measure the distance a car traveled and
figure out how fast it is going. Measurement is everywhere and it is a necessary skill to have.
Prioritized learning objectives:
Students will select and use appropriate tools such as rulers, yardsticks, and yarn to measure.
Students will estimate the length of an object in inches and centimeters.
Students will demonstrate precision by measuring objects to the nearest whole inch or
centimeter.
Students will check for reasonableness in their estimates and measurements.
Students will compare their answers with fellow classmates and critique their reasoning with
supporting evidence if necessary.
Students will produce complete sentences related to the measurements they find.
Students will apply what they have learned to real life situations.
Academic language learning demands for this unit plan:

The academic vocabulary includes: Centimeters, inches, centipede, snake, Hawaiian Stilt
bird, unit, non-linear, measurements, reasonableness, length, height, width, line, yard, foot, and
estimate. I plan to support student understanding of this vocabulary by explaining each word's
definition and giving an example of the meaning. I will also provide visuals, such as a dry erase
board with the words length & height written with definitions and visual representations.

Links to the Common Core Content and Practice Standards

4
 Links to Common Core Content:
CCSS 2.MD.1:
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
CCSS 2.MD.2:
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit chosen.
CCSS 2.SL.6:
Produce complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
CCSS 2.MD.3
Estimate lengths using units of inches, feet, centimeters, and meters.

Links to Practice Standards: This particular task is linked to Mathematical Practice Standard 6,
attend to precision. Students will calculate accurately and efficiently, express numerical answers
with a degree of precision appropriate for the problem context. Students are asked to measure in
inches and centimeters precisely. Students will demonstrate precision by measuring objects to the
nearest whole inch or centimeter. This task is also linked to Mathematical Practice sStandard 3,
critique the reasoning of others. Students will listen to the arguments of others, decide whether
they make sense, and ask useful questions to clarify or improve the arguments. Students will be
asked to figure out which way would be most effective to measure a non-linear object, for
example, a snake in a spiral formation. Students will listen to others ideas and either agree or
disagree. If the students disagree, then they will have to explain why. Students will also be
checking each other's work for reasonableness involving their estimates and they will have to
either agree or disagree with their partners measurements. The students will have to explain and
show why they think the answer is either correct or incorrect.
Component 4: Culminating assessment and rubric

Learning Objectives:
Students will estimate the length of an object in inches and centimeters.
Students will measure the length of an object in inches and centimeters.
Students will check for reasonableness in their estimates and measurements.
Students will compare their answers with fellow classmates and critique their reasoning with
supporting evidence if necessary.
Students will produce complete sentences related to the measurements they find.
Students will apply what they have learned to real life situations.

Formative assessment:

5
 I will be formatively assessing the students throughout the unit plan by observing the students
during each lesson and taking notes of advanced and struggling students. I will know when a
student is advanced because they will be moving on quickly and with precision. I will know
when a student is struggling because they will be needing extra help (ex: lining up the ruler on
the edge, or reading it correctly) and will not be moving on as quickly. I will be specifically
looking for clear understanding when measuring in centimeters and inches. I will also be looking
for accurate measurements and students respectfully critiquing each other's work, as well as
checking for reasonableness. I will keep track of this information by filling out a checklist while
I am observing for each lesson. I will use this information to assess students overall
understanding and backtrack if needed to make sure every student can succeed.

Description of culminating assessment:

Each student will turn in a portfolio with completed work from each of the six days.
Portfolio should specifically include:
Recorded measurements of straight objects & KWL charts from day one.
Yarn measurement with sentence that reflects their measurements from day two.
Curved object homework from day two.
Writing that reflects students estimates and actual measurements of concrete items from day
three.
Reflection on lesson from day three.
Recorded measurements of non-concrete images from day four.
Line collage from day five.
Height measurements and reflection from day six.

INDIVIDUAL RUBRIC:
STUDENT NAME: ________________

Dimension Exceeds Proficiency Meets with Developing

Proficiency Proficiency

Estimation Uses estimation Attempts to use Does not use

successfully estimation estimation

Measures length of Accurately measures Inaccurately measures

multiple objects length of multiple length of multiple
objects objects.

Checks for Measurements and Measurements and

6
reasonableness estimates were estimates were not
reasonable. reasonable.

Collaborates with Effectively Collaborated with Did not collaborate

classmates collaborated with classmates but did not with classmates.
classmates. support their thoughts
with evidence.

Grammar and Produces error free, Produces complete Does not produce
punctuation complete sentences sentences with two to complete sentences
related to the task three errors Or
Has more than three
errors.

Applies new found Effectively applies Attempted to apply No evidence of new

knowledge to real life new found knowledge new found knowledge found knowledge
situations to real life situations. to real life situations. being applied to real
life situations.

Component 5: Unit plan calendar

The course is math and measurement in particular, and the grade level is second.

INTRODUCTION- DAY 1- 60 min

7
 Topics/Learning Goals:

- Students can identify what they will be learning throughout this measurement unit
- Students will be able to accurately use a ruler
- Students will become familiar with the units of centimeters and inches
-Students will learn the history of the metric and American measurement systems

Activities:

Opening/launch:
-Students will fill out a KWL chart, but only the Know and Want to know sections
relating to the measurement systems and measurement as a whole.
-Short lecture using PowerPoint presentation on the history of the metric and English
measurement systems.

Whole class discussion:

-Students will get out rulers and as a class explore how they work.
-I will measure random items and ask a student each time to read the measurement.
-Students will measure straight items such as their fingers, and pencils using both
centimeters and inches.
-Students will record their measurements in writing using a provided sentence starter.
-Students will then fill in the learned section of their KWL charts.

Exit Slip/Pre-assessment:
-Are there any questions from the KWL charts that were not covered today?
- What do you know about the metric system?
-What do you know about the English system?
-How are the two systems similar or different?
-What number do we start at when we are beginning to measure?
- What questions do you have about the metric and English systems?
-What questions do you have about using a ruler to measure?

Homework:
N/A

8
 DAY TWO, 60 min

Topics/Learning Goals:

- Students will be able to measure curved or bending objects in centimeters and

inches.
-Students will be able to record their measurements in writing.
-Students will understand how to use yarn to assist them in measuring curved objects.

Activities:

Opening/ Launch:
-Go over common core standards and I Can statement
Not all items that need to be measured are straight. What if I wanted to buy a hat but I
needed to know how many inches my head was all the way around. Can anyone tell me
how I might measure the size of my head?

Teacher models using yarn to measure.

Group Work:
In pairs students will cut yarn to measure their head size in inches and centimeters.
Students then use their rulers to measure out the pieces of yarn.
Students will glue their yarn in a creative way to a piece of paper.
Students will record the measurements of their head size in writing under the piece of
yarn.
If students finish early I will encourage them to cut, measure, and glue different pieces of
yarn to a paper and complete a sentence that reflects their measurements.

Whole class discussion/ Exit Slip? Closing:

- What is one thing we can use to help us measure curved objects?
-How did we use yarn to measure?
-What number do we start at on the ruler?
-What units did we use to measure today?

9
 Homework:

When you go home tonight practice measuring at least one curved item with yarn.
Bring in your piece of yarn, measurements reflecting your sentence, and be sure to tell us
what it is you measured.

Box of Items DAY 3- 60 min

Topics/Learning Goals:
-Students can estimate the length of an object in inches and centimeters.
-Students will collaborate with peers and check if their estimate and final measurement
makes sense and why.
- Students can measure concrete items (straight & curved) in inches and
centimeters.
-Students can record their measurements in writing.
- Students will be able to accurately use a ruler
-Students will collaborate with peers to check their work.
-Students will present their measurements to the class.

10
 Activities:

Opening/launch:
-Go over common core standards and I Can statement
-Students will share their measurements of the curved items they chose to measure for
homework last night.
-I will explain that today we will be measuring various concrete items

Students will then work independently:

-I will provide a box with at least twenty items inside.
-Students will choose at least 2-3 items to first estimate the length of & then trace or
draw & lastly independently measure in inches and centimeters.
-Students will produce a sentence that represents their estimate of the item.
EXAMPLE: I estimate the shoelace to be about____in long and about ____cm long.
-Students will also write up a sentence reflecting their exact measurements.
EXAMPLE: The shoelace is ____in long and ____cm long. My measurement was____
-Students will state if their estimate was more or less than the actual measurement they
found.
-Students will collaborate with peers and check if their estimate and final measurement
makes sense.
-Advanced students or students who finish quickly will be asked to find something
around the classroom to measure.
-Have students place all their completed papers in the Gallery.

Whole class discussion/Exit Slip/ Closing:

-Students will share a few of their sentences that reflect their measurements.
-What number do we start at when we are beginning to measure?
-What units did we use to measure today?
- What questions do you have about measuring concrete items?
-Refer back to common core standards and I can statement.
-Have students write a reflection on our lesson today that includes what they learned,
how their behavior was throughout the lesson and any questions they still have.

Homework:
N/A

11
 DAY FOUR, 90 min

Topics/Learning Goals:
SEE ELABORATED LESSON PLAN IN COMPONENT 6

Line Collage/ DAY 5- 60 min

Topics/Learning Goals:

- Students can identify different kinds of lines (art integration)

- Students will be able to create a line collage.
-Students will accurately measure the lines on their collage in inches and centimeters and
record the measurements.
-Students will collaborate with peers to check their work.

12
 Activities:

Opening/launch:
-Go over common core standards and I Can statement
-I will first go over the different types of lines there are related to art.
-Next, I will model how to create a line collage
-I will also model how to measure the lines in my collage.

Students work Independently:

-Students will start their college by giving it an underlined, creative title.
-Students will create their collages using various types of straight and curved lines.
-Students will use color to illuminate their lines.
-Students will measure each line in their collage and record their measurements.
-Students will have a friend check their work.

Exit Slip/Pre-assessment:
-Students will share their work in groups.
-What number do we start at when we are beginning to measure?
- What units did we use to measure today?
-How did you all measure the curved lines?
-Students will then fill out a pre-made self-assessment using evidence of their
participation in the lesson to back up their claims.

Example of Line collage:

13
 DAY SIX, 30 min

Topics/Learning Goals:

- Students will be able to understand real life applications of measurement.

-Students will be able to measure themselves to find out their height in inches and
centimeters.

14
 Activities:

Opening/ Launch:
-Go over common core standards and I Can statement
Ask students, We have been doing all of these measurement lessons, now it's time to
figure out how we can use these newfound skills in real life! Can anyone tells me where
we see measurement being used in our everyday lives?
What about at the doctors?
Introduce a tape measure and how to use it.

Teacher models using tape measure to find my height.

Let's be doctors! Group Work:

In pairs students will use a tape measure to find their height in inches and centimeters.
Students then will compare their heights in pairs and find the difference.
Students will construct sentences that refer to how tall they are in inches and centimeters.

Whole class discussion/ Exit Slip/ Closing:

- Students will share their measurements with the class.
-Students will record their height measurements in their math journal along with a few
things they learned today and possibly a few questions they may have.
-Students will turn in their portfolios which will include all work from the last six days as
their summative assessment.

Instructional Materials: Most materials will come from home other materials such as markers,
glue, and rulers students should have in their personal supply boxes.
Day 2 Day 3 Day 4 Day 5 Day 6
Day 1

KWL charts Common Core Common Core See Common Core Tape
Standards and I Standards and elaborated Standards and I Can measures
PowerPoint
Can statement I Can lesson plan in statement on chart
presentation on the Yard stick
on chart paper statement on component 6 paper
history of the
chart paper Sentence
metric and English Yarn
starters
measurement Box of at least Example line collage
Construction
systems 20 items Students
Paper
math

15
 Extra rulers
Glue Sentence Markers & sharpies journals
starters on
Sentence starter on .
chart paper
chart paper

Component 6: Elaborated lesson plan

First Name Last Name Email Date

Kelci Ellis [email protected] 3/14/17

Semester Year Grade Level/Subject Lesson Duration

two 2017 Second Grade/ Math 90 minutes

Title

Practice makes perfect!

Measurement

Enduring Understandings (central focus) *Connected to Big Idea

A description of the important understandings(s) and concept(s)

Students will precisely measure using inches and centimeters.

Measurement tools and skills have a variety of uses in everyday life.
Big Idea #17: MEASUREMENT: Some attributes of objects are measurable and can be quantified using unit amounts.
Essential question: Why is it important to know how to measure?
This lesson is connected to the big idea of measurement because I will be having students measure objects in the units of inches
and centimeters, and also have students identify why is it important to know how to measure and how we use measurement in real
life ( doctors, building, etc..).

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central
focus and address essential understandings, concepts, and skills

CCSS 2.MD.1:
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring

16
 tapes.
CCSS 2.MD.2:
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.
CCSS 2.SL.6:
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

*CCSS Statement (practice standard): This particular task is linked to mathematical practice standard 6, attend to precision.
Students are asked to measure in inches and centimeters precisely. Children will demonstrate precision by measuring objects to the
nearest whole inch or centimeter. This task is also linked to mathematical practice standard 3, critique the reasoning of others.
Students will be asked to figure out which way would be most effective to measure a non-linear object, for example, a snake in a
spiral formation. Students will listen to others ideas and either agree or disagree. Then they will have to explain why. Students will
also be checking each other's work and they will have to either agree or disagree with their partners measurements. Students will
have to explain and show why they think the answer is either correct or incorrect.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment.
What will students know (foundational knowledge), understand, and be able to do.

Students will demonstrate precision by measuring objects to the nearest whole inch or centimeter.
Students will select and use appropriate tools such as rulers and yarn to measure.
Students will measure the length of an object in inches and centimeters.
Students will compare their answers with fellow classmates and critique the reasoning with supporting evidence if necessary.
Students will produce complete sentences related to the measurements they find.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

All instructional resources and materials I have either developed on my own or came from home.
Twenty copies each of a centipede, Hawaiian Stilt bird, and snake.
Rulers
Yarn & scissors
I can statement on chart paper- I can measure using centimeters and inches, as well as produce complete sentences related to the

17
 measurements I find.
Chart with sentence starters: The snake is ______ (unit) long. The Hawaiian stilt bird is _____ (unit) tall. The centipede is_____
(unit) long.
Box with at least twenty items for students to choose from, measure and record data. (Shoelace, playing card, pencils, pens) nothing
too distracting.
Common Core Standards on chart paper to refer back to.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to
support learning

The students have just begun to work on measurement and have learned what a ruler is, but still need practice as to how to use it
accurately.
Students will have practice in measuring curved objects before the observed lesson. I will teach students how to measure non-linear
objects by measuring lengths of yarn in centimeters and inches. Students will have measured no-linear objects and have written out
lengths in inches and centimeters.
The students also have prior knowledge in writing thoughtful, punctual sentences.

Academic Language and Language Supports (new and old vocabulary)

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.

Centimeters, inches, centipede, snake, Hawaiian Stilt bird, unit, non-linear, measurements, length, height.

I plan to support student understanding of this vocabulary by explaining each word's definition and giving an example of the
meaning. I will also provide visuals, such as a dry erase board with the words length & height written with definitions and visual
representations.

Instructional Strategies and Learning Tasks (w/ time frames)

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey
the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

OPENING/LAUNCH- 10 minutes
Greet students: Good Morning everyone!
Go over Common Core State Standards, & I can statement. (Have students say I Can statement together as a class)
Emphasize the need for precision throughout the lesson while measuring.
MEASURING DRAWINGS ON A SHEET OF PAPER- 40 minutes
DIRECTIONS:
I am asking you all to measure three different images today in inches and centimeters and then record your measurements by

18
 writing two sentences per page that describe how many inches long or tall the object that you measured is and also a sentence that
describes how many centimeters the objects that you measured is. Finally, I want you to illuminate your capital letters and
punctuation. Refer to sentence starters.
The first measurement is of a centipede and I want you to find the length of it. Ask students which way we would measure to find
the centipedes length?
Model how to measure the centipede
The second measurement will be the Hawaiian stilt bird: Ask students if anyone has ever seen this kind of bird before?
Explain a little bit about the Hawaiian Stilt bird: Also known as Aeo, is an endangered Hawaiian shore bird.
Fun Fact: They have the second-longest legs in proportion to their bodies of any bird, exceeded only by flamingos.
So I want you guys to find the height of the Hawaiian stilt bird. Can someone show me how I would measure its height?
Model how to measure bird.
The third measurement will be of a snake. Now this one is a little tricky because it is a non-linear shape or it is not straight.
Ask students: Which way would be most effective to measure a curved or bending object? Ask students if they all agree?
Explain that when we measured the gecko with the yarn together last Thursday we were practicing for measuring non-linear or not
straight objects like this snake!
Ask students: What would be our first step in trying to find how many centimeters long the snake is?
Model how to measure snake.
Tell students:
Explain that they can color in the picture for homework if they would like, but we will only be doing measurements today.
Before you bring your work to me to check it. I want you to first check your work once, twice, and thrice on your own.
Then I want you to compare your measurements with a partner and either agree or disagree with their measurements you can agree
by saying, When you measured you got___ (in or cm). When I measured I got ___ (in or cm). So I agree. If you disagree you
could say, When you measured you got___ (in or cm). When I measured I got ___ (in or cm). So I disagree, maybe we should both
re-measure to make sure we are being precise.
If you finish measuring all three pictures you can then choose an item out of the box to measure, trace and then create a sentence
that represents your measurements. Refer to sentence starter.
Remind students of the difference between centimeters and inches:
Inches and centimeters are both units of linear or straight measurement. Inches are used in the American system, which is
sometimes referred to as the English system. Centimeters are a unit of measurement in the metric system. Today we will be using
two different systems!
Tell students: The challenge is to measure the centipede, Hawaiian stilt bird, and snake in both centimeters and inches. When
measuring I want you to round the measurements to the nearest whole inch or centimeter.
Make sure all students are on the same page:
Ask how many animals do we have to measure before we can choose an item from the box?
Are we measuring the length or height of the centipede? What about the Hawaiian stilt bird? Snake?

19
 Remind we are measuring to nearest whole inch and centimeter.
How many sentences must we have per image or page?
Make sure we are illuminating our capital letters and punctuation!
What units are we using to measure?
Are we coloring the centipede, stilt bird and snake in?
Where should we look to find the sentence structure that we need to follow to record our measurements?
What do you have to do before you bring your work up for me to check it?
Introduce classroom management strategy (when I say stop and listen, all eyes should be on me and I shouldn't hear any voices)
Pass out one centipede image per student (pass around song)
Dismiss girls to find a comfortable place to work and then the boys.
Centipede Measurement: (length)
Pass out printed photos of centipede drawing.
Have students independently measure the centipede drawing in centimeters.
Students will then write sentences that states: The centipede is about ____ (unit) long.
Have students then independently measure in inches.
Students will then write a sentence that states: The centipede is about____ (unit) long.
Have students turn to a friend to check and critique each other's work. If students disagree they will use the sentence, When you
measured you got___ (in or cm). When I measured I got ___ (in or cm). So I disagree. (or) So I agree.
Hawaiian Stilt bird Measurement: (height)
Pass out printed photos of Hawaiian stilt bird drawing.
Have students independently measure the Hawaiian stilt bird drawing in centimeters
Students will then write a sentences that states: The Hawaiian stilt bird is about_____ (unit) tall.
Have students measure the Hawaiian stilt bird in inches.
Students will then write a sentences that states: The Hawaiian stilt bird is about _____ (unit) tall.
Have students turn to a friend, check and critique each other's work.
Snake Measurement (curved):
Pass out printed photos of snake drawing.
Have students cut pieces of yarn.
Have students independently measure the snake drawing in centimeters.
Students will then write a sentences that states: The snake is about_____ (unit) long.
Have students independently measure the snake in inches.
Students will then write a sentences that states: The snake is about_____ (unit) long.
Have students turn to a friend, check and critique each other's work.
REFLECT/DEBRIEF- 15 minutes
Ask students to clean up their workspace and place their completed centipede, Hawaiian stilt & snake measurements in the gallery
or center of the circle so we can observe and compare them as a class.
I will ask: Is the snake, or centipede larger? How do you know? Give specific evidence using the measurements you found?
EXAMPLE: The snake is larger because it is ____cm and the centipede is_____cm.
Ask students: What is the difference between measuring height and length?

20
 Where do we see the use of inches and centimeters in our lives? Examples: measuring their height when they go to the doctors,
building buildings, etc.
Why are some of the measurements different? Some students need to be more precise when measuring and check their work twice!
Most of them are___inches but this one is ___ in why do you think that is?
Refer back to Common Core State Standards & I Can statement.
Thank students for hard work and participation and then wrap up and ask one question per student to dismiss (EXIT PASS)
Why is it important to be precise when measuring? We should all get the same answer if we are measuring the same thing.
What was one unit that we used to measure today? What was the second unit we used?
Are centimeters part of the American or metric system?
Are inches part of the metric or American system?
Can someone tell me one fact about the Hawaiian Stilt bird?
If a centipede has one hundred legs, how many legs would four centipedes have?
If a Hawaiian stilt bird has two legs how many legs would 5 of these birds have?
What's one way we use measuring in our lives? Maybe at the doctors?
What is one way you can measure a non-linear or curved object?
How would I measure the length of an object?
How would we measure the height of an object?
Have students come up with questions.
Dismiss students to recess after asking questions.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied
throughout the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any
assessment tools)

Formative assessment: Observe students during the entire lesson and make note of advanced and struggling students. I will know
when a student is advanced because they will be moving on quickly and with precision. I will know when a student is struggling
because they will be needing extra help (ex: lining up the ruler on the edge or reading it correctly) and will not be moving on as
quickly. I will be specifically looking for clear understanding when measuring in centimeters and inches. I will also be looking for
accurate measurements and students respectfully critiquing each other's work. I will keep track of this information by filling out a
checklist while I am observing. I will use this information to assess students overall understanding.
Summative assessment: Challenge students to precisely measure at least one image independently in centimeters and inches, as
well as produce complete sentences related to their measurements and turn in their final copy.
Challenge advanced students to pick at least one item from the box and measure the item in centimeters and inches. They will then
trace and name the item on a piece of paper and produce a sentence that accurately describes the measurements. Through these
challenges I will gain a greater understanding of what students took away from this lesson.

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who
require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

21
 Make sentence starters to assist struggling students.
Advanced students can have the option to measure and record measurements of more than one item.
Check in with struggling students multiple times throughout the lesson. I will know which students are struggling after checking in
with each student throughout each measurement.
Preferred seating for SPED students; they should be seated close to me when I am going over instructions.
I will vary writing support by having struggling students write out their sentences on a personal whiteboard prior to creating a final
copy to correct spelling and punctuation errors.
I will also ask for a thumbs up after explanations to make sure each student understands the directions.

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challenge
to better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND
principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.

REFLECTION:
My instructor was not familiar with the Hawaii Common Core Practice Standards or (HCCPS) that I was using and
this made me cautious to use them. I asked my mentor teacher what she thought and she advised me not to use them
because they are outdated. I looked through the regular Common Core State Standards and found standards that fit my
lesson much nicer, I then incorporated these into my lesson. My instructor also made me realize that my essential
question was more a thought of the day question. My instructor stated, The aim of an essential question is to stimulate
thought, to provoke inquiry, and to spark more questions, including thoughtful student questions. I incorporated this
advice by recreating my essential question to try and meet this criteria. My essential question for this measuring lesson
ended up being, Why is it important to know how to measure? This question made students relate measurements to
their daily lives and provoked inquiry.
I incorporated my peers feedback by taking into consideration the questions and points of polish that she offered me.
Sam was my peer that gave me feedback on my lesson. In her feedback she asked me how I planned to have students
properly critique each other and if I planned on giving the students directions related to critiquing prior to having them
agree or disagree with each others work. I had not thought of doing this before reading her feedback and I thought it
was a great idea and would help me give the students clear, precise instruction. I incorporated this into my lesson by
having the students agree or disagree using specific sentence starters. If the students agreed with each others
measurements they would use evidence and say, When you measured you got ___inches, and when I measured I got
____inches. So I agree with you. If the students disagreed I would have them say, When I measured I got ___inches,
but when you measured you got _____inches. So I disagree with you, maybe we should redo our measurements to
make sure we are being precise. Incorporating how to properly critique their classmates work helped me make sure
that students were being respectful and supporting their claims with evidence. I also included Sams point of polish
into my lesson, which was to have the students connect what they learned back to their own lives. She suggested asking
the students, where do we see the use of inches and centimeters in our lives? I added this question into my reflection

22
and the students gave many examples which helped them realize the importance of measurements.
I would rate this lesson plan as proficient in component 1a of domain I in the Charlotte Danielson Framework. I would
rate component 1a as proficient because it displayed solid knowledge of the important concepts in the discipline and
how these relate to each other. For example, my lesson displayed knowledge on why we measure and two units that we
use for measuring, as well as how these units relate to each other. My lesson also demonstrated accurate understanding
of essential relationships among topics by having students deeply reflect on the overall experience and connect what
they learned too many aspects of their lives. My plans reflected familiarity with a wide range of educational approaches
in the subject by having students explain the difference between measuring height and length. I also had the students
explain how to measure a non-linear object, and relate the use of measuring back to their own lives. I had students
measure in many different ways using two different units.
I would rate this lesson plan as distinguished in component 1b of domain I in the Charlotte Danielson Framework. I
would rate component 1b as distinguished because I clearly understand the active nature of student learning and
acquired a good amount of information about levels of development for each student. I know which students struggle in
the class and I know how to tell when other students are lost or having difficulty. I have asked my mentor teacher, and
SPED teacher in my classroom about various students academic levels in the class, special needs, and how to assist
them best. I have individually talked with each student in my class to learn more about their interests and cultural
heritages. This information assisted me greatly in the planning for my lesson, especially with the differentiation that I
provided.
I would rate this lesson plan as distinguished in component 1c of domain I in the Charlotte Danielson Framework. I
would rate component 1c as distinguished because all outcomes from my lesson represented high-level learning in
measurement. These outcomes reflected several different types of learning, such as measuring precisely, producing
complete sentences and respectfully critiquing each others work. These outcomes were differentiated depending on the
student. Many students got two out of three of the measurements done while struggling students only got one
measurement finished, but their measurements were precise and their sentences were clear. I anticipated this outcome
based on my knowledge of the students academic levels.
I would rate this lesson plan as distinguished in component 1d of domain I in the Charlotte Danielson Framework. I
would rate component 1d as distinguished because I gained knowledge of resources for classroom use not only from
my instructors and mentor teacher but through my own personal research. I searched different techniques for
engagement and classroom management on the internet, and in my community, such as libraries and peer advice. This
also contributed greatly to my planning.
I would rate this lesson plan as distinguished in component 1e of domain I in the Charlotte Danielson Framework. I
would rate component 1e as distinguished because my learning activities followed a clear sequence, required high
cognitive demand, and were aligned with my instructional goals. First students needed to measure the length of the
centipede in inches and centimeters, then produce two complete sentences that reflected these measurements. Finally,
they had to illuminate their capital letters and punctuation. Once they finished with this they were instructed to check
their work on their own and then have a partner check and critique their work. After going through these steps they
would bring their work up to me, if I agreed with their work then they could move onto the next measurement and so
on. These learning activities differentiated for individual learners. For the students labeled with a disability I provided
sentence starters to help them produce sentences and I also gave an opportunity for students to work with a partner of
their choice or alone. Students also had the choice of writing their sentences in print or cursive.
I would rate this lesson plan as distinguished in component 1f of domain I in the Charlotte Danielson Framework. I

23
would rate component 1f as distinguished because all of my instructional outcomes can be assessed by my proposed
assessment plan which was to observe students throughout the lesson. I was specifically looking for clear understanding
when measuring in centimeters and inches. I also was looking for accurate measurements and students respectfully
critiquing each others work. I kept track of this information by filling out a checklist while I was observing. I used this
information to assess students overall understanding. I also used the students final copies of their measurements to
assess student learning. The assessment was adapted to meet the needs of individual students by decreasing or
increasing the workload depending on the student. Some students only completed one measurement which they were
assessed on. While other students completed all three and were assessed on each of them.
Some changes I would make to my instruction for the whole class and also for students needing greater support is to
incorporate a longer wait time after asking questions. During the reflection and debrief time I asked the students many
questions related to what they had learned. For the students needing greater support it may take them a bit longer to
come up with an answer than the other students. Some advice for myself for the future is to wait at least eight seconds
before having a student answer a question or offering an answer, this way all students will have the appropriate amount
of time to think and reflect.
Another area for improvement would be to elaborate more on the difference between inches and centimeters and where
these measurements came from to better support student learning. This would help to give students deeper
understanding into measurements. Lastly, I need to work on realizing that less is more, and to limit the amount of
activities I have planned for a lesson. Majority of the students only got two out of three of the images measured and I
also had a box of items for them to choose from that they did not get to by the end of the lesson.
I think these changes would improve student learning because they would all be given the appropriate amount of think
time to formulate answers and not be discouraged when a classmate answers the question before they can think about it.
I did some personal research on wait time and I came across a website that stated, When students are given 3 or more
seconds of undisturbed "wait-time," there are certain positive outcomes. The length and correctness of their responses
increase. The number of their "I don't know" and no answer responses decreases. The number of volunteered,
appropriate answers by larger numbers of students greatly increases. The scores of students on academic achievement
tests tend to increase (stahl, 1994). This research supported my thoughts on giving the students an eight second wait
time after asking a question. Also, elaborating more on the difference between centimeters and inches may have helped
students think deeper about how they may use these measurements in their own lives. As well as having less activities
and more conversation with the students would lighten the workload and put more emphasis on the main focus of the
lesson.
On the bright side having the students check each other's work and either agree or disagree worked very nicely and
helped me to be able to walk around and observe the students. Another thing that worked really nicely was repeating
the Common Core Standards and having the students say the I Can statement together as a class I think this really
helped conclude the lesson while keeping the focus. Based on my reflection and analysis of student learning, my next
steps for instruction to support students learning would include a lesson solely on the difference between centimeters
and inches and where these two measurements came from. This would create higher level thinking among the students
and build off of prior knowledge related to measurements. I also want to continually incorporate an eight second wait
time after asking any question and continue giving students a reasonable amount of choice when it comes to working
together and critiquing each others answers or work.

Reference: Stahl, Robert J. "Using." Using "Think-Time" and "Wait-Time" Skillfully in the Classroom. ERIC Digest.

24
ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN., 30 Apr. 1994. Web. 03 May 2017.
Component 7: Math task debriefs

NOT APPLICABLE for this unit

Component 8: Commentary

1. How do key learning tasks in your unit plan build on each other to support student
procedural fluency, conceptual understanding, mathematical reasoning, positive
dispositions toward mathematics, and the development of related academic language?
Describe specific strategies that you will use to build student learning across the unit plan.
Reference the instructional materials you have included, as needed.
The key learning tasks in my unit plan build on each other to support student procedural
fluency because the students will be practicing measuring in many different contexts. They will
start with measuring straight objects, and then move to measuring curved objects. The students
will measure concrete and non-concrete objects, and then apply what they have learned to real
life situations such as finding their own height. With all of these tasks the students will relatively
apply the same procedure effectively and accurately to find the measurements. I believe having
students work with a variety of tasks related to the same big idea will help build up their
procedural fluency. The same idea goes for building on the students conceptual understandings
because the students will understand the mathematical ideas around measurement in this unit and
be able to transfer their knowledge throughout each lesson and apply what they have learned into
new contexts.
The key learning tasks will also build on the students mathematical reasoning related to
measurement because they will understand and be able to make sense of measurement and how it
can be directly applied to real life situations. They will make sense of measurement and how to
find precise measurements such as the length of an object and then they will connect the different
ideas in this unit to gain a deeper conceptual understanding of the big idea. This unit will also
build a positive disposition toward mathematics for the students because throughout the unit the
students will be given a good amount of choice relating to the objects they will measure. The
students will also be able to often collaborate with their peers and be given the opportunity to
integrate art with measurement in one of the lessons. The students will play doctor in the final
lesson and measure each other's heights. I believe connecting measurement to real life situations
creates a positive disposition towards the math topic at hand, and combined with choice and arts
integration the students will not only enjoy the unit but take away a lot of new found knowledge
as well.
Lastly, the key learning tasks in this unit plan will significantly build on the students
development of related academic language because through each lesson the academic language is
relatively the same, it is just being used in different contexts. For example I want students to
understand where centimeters and inches came from and the difference between the two. They

25
will practice measuring with these two units throughout the unit plan. Academic language such
as nonlinear, reasonableness, length, height, width, line, and estimate, will be referred to multiple
times, by the end of the unit students should be more than familiar with these new vocabulary
words.

2. Discuss how you will draw out and address anticipated misconceptions and common
errors through your unit plan.
Some misconceptions that I anticipate throughout this unit include the students being
unfamiliar with how to correctly use a ruler. For example, I anticipate that students may not
know how or where to line up a ruler on an object to get an accurate measurement. I also
anticipate that students will have issues with reading the rulers measurements. To address these
misconceptions I will have an entire lesson devoted to teaching students how to accurately use
and read measurements off of a ruler. In this lesson I plan to show each student how to accurately
use a ruler by measuring simple straight items such as a pencil. I will show the students a few
times then I will have them try in groups. To check for understanding I will be walking around
observing the students and asking each one to read me the measurement they found while lining
up their ruler with the object. I want to see that each student understands how to do this
successfully. I will also make it a routine to ask the students in an excited voice before each
lesson, What number do we start at when lining up the ruler with the object? The students will
yell, Zero!! I will then ask while showing them an object with my ruler halfway in between,
Is this correct? The students will say no and then I will say, ahh so where does my ruler have
to be to get an accurate measurement? The students will respond at the end or edge of the
object!! These may seem like silly questions but I think it will help the students remember
throughout the unit, hopefully it will stick in their head like a song.
Another misconception I anticipate the students having is that there will be confusion as
to which unit they are using (inches or centimeters) and what the difference is between the units.
To address this I will also have a lesson solely devoted to the difference between the metric and
English systems. I will also go into depth on where these two forms of measurement came from
and how we identify each one on a ruler. I will emphasize the importance of recording which unit
we used along with the numeric measurement because the units of inches and centimeters are
very different.

3. Explain how the collection of assessments (both formative and summative) from
your plan allows you to evaluate your students learning of specific student
standards/objectives and provide feedback to students on their learning. Be specific about
the connections between the assessment, the type of data you hope to attain, and what the
data can tell you about student learning.

The collection of assessments I plan to obtain throughout this unit, both formative and
summative, will allow me to evaluate my students learning of specific standards and objectives.

26
These assessments will also allow me to provide appropriate feedback to students on their
learning. For example my formative assessment will be ongoing throughout this unit. I will be
observing students during each task and also checking in with them individually to make sure
every student is on the road to success. My formative assessments will determine if I should
continue with the unit or back track to make sure all students clearly understand and can
demonstrate their knowledge of the topic at hand. I want to be able to observe students
estimating, finding, and recording accurate measurements and also effectively collaborating with
their peers to critique each others reasoning and check for reasonableness. I will be able to give
each student some type of formal feedback throughout the unit by asking them to verbally
explain their measurements and how they found them in each lesson.
My summative, culminating assessment will also allow me to evaluate student learning
and provide detailed feedback. Each student will turn in a portfolio with their work from each
lesson and I will be able to go through each one and clearly check for understanding. In each
portfolio I will be looking for successful use of estimation, and precise measurements of multiple
objects. I will check to make sure the measurements are reasonable and are accompanied by error
free, complete sentences related to each task, as well as a clear understanding of students
applying their newfound knowledge to real life situations. I will leave handwritten feedback in
each portfolio with some praise and if needed points of polish, and clarifying questions. I will
also attach the summative assessment rubric before returning the students portfolios for them to
look over. Overall, the data that I am hoping to obtain in each student's portfolio should give me
a clear understanding of where each students understanding of the concepts in this unit plan fall.
This data will help me to make a decision to either move on to the next math unit or to review
this measurement content further.

27