LESSON PLAN TEMPLATE

Name: Chana Arthur Grade Level: 2 Subject(s): All

School Lone Oak Elementary Date

1. Contextual Factors - Description of learners: (List the number of students, gender, SES/socioeconomic status, race/ethnicity/culture, meal plans, specific special needs, community context, etc.) Students: 20 Boys: 6, Girls: 14 o African American: Boys: 2 Girls: 6 o Caucasian: Boys: 0 Girls: 2 o Hispanic: Boys: 4 Girls: 6 Gifted/Talented: 0 IEP: 2 2. Rationale/Purpose for Lesson: (Address why students should learn this information.) Students should learn the content in this lesson in order to be able to measure things in the real world. By learning that a paper clip can compare to a centimeter and an inch the students will understand when they are trying to measure something and do not have a ruler, they can imagine a paper clip when measuring. Students will also be able to compare an inch and a centimeter when measuring. 3. Standards: (List SC and/or Common Core State Standards ELA and Math.) 2.MD 3-Estimate the lengths using units of inches, feet, centimeters, and meters. 2.MD 4-Meausre to determine how much longer one object is than another expressing the length difference in terms of a standard length unit. 4. Subject Integration: (List the content areas included in this lesson (e.g.) math, science, ELA, etc. Math 5. Performance Objectives written in 4-component format: (Audience, Behavior, Condition for Learning, Degree of Proficiency/Assessment) The students will make a chart in their math notebook, estimate and measure two items around the classroom in both centimeters and inches with a ruler, making sure to measure 1 out of 2 items correctly. 6. Materials/Resources Needed: (Cite sources. Include technology.) Paper Clips for each student Centimeter/Inch Ruler Math notebook Dry erase board and marker

7. Preparation: (State what you will do to prepare for this lesson.) To prepare for this lesson, I will gather enough paperclips and enough centimeter/ inch rulers for each student to have during the lesson. I will make sure there is enough room on the whiteboard for me to draw an example of the chart. 8. Procedures: (Include both teacher and student steps, teacher questions, directions, etc.) Opening/focus/anticipatory set: Today we are going to learn how to use a paper clip to show what a centimeter and an inch is. We will then go around the room and measure items in the classroom estimating first and then measuring with a centimeter ruler to show exact length. Connections to previous learning and future content: Teacher: I want everyone to think about what we have done Monday and Tuesday with measurement. The past two days you all have learned how to estimate and then measure an item in centimeters and inches. Sometimes we always do not have a ruler with us to measure something so today we are going to use a paperclip to help us with inches and centimeters We will also be able to tell which is a bigger, an inch or centimeter Teacher modeling/demonstration of learning: Every student will have a paperclip on his or her desk. Have the students look at the paperclip and ask the students What lengths of measurement could this paperclip be compared to? (wait for response) Explain that a paperclip can be compared to an inch or a centimeter. Use the ruler to compare the paperclip with a measurement. After explaining about the paperclip, have the students explore with the paperclips while guiding them. Have the students to turn with their partner and have one of them hold the paperclip the long way in their fingers, then have the partner take the paperclip out of their fingers. Ask the students if they think that is a centimeter or inch. Then ask the students what they could measure with the paperclip or if they did not have a ruler or paperclip what could they do. (picture a paperclip with their fingers and use that to measure an item) Now have the students turn with their partner and have one of them hold the paperclip sideways in their fingers, then have the other partner take the paperclip out of their fingers. Ask the students if they think that this is a centimeter or an inch. Remind the students that they could also use their fingers to measure something if they do not have a paperclip. After both have been talked about, ask the students which unit of measurement is bigger. Check for understanding: Ask the students to show with their fingers what a centimeter looks like. Then ask them to show you with their fingers what an inch looks like. As the students show with their fingers, the teacher walks around the classroom, making sure they understand. Then the teacher should once again ask which length of measurement

is larger. Guided practice or activity (Student performs along with teacher guidance): The teacher will have the students get out their math notebook. The teacher will draw a chart on the board and the students should draw the same chart in their notebook. One side of the chart will say be Item and the other side will say Inch and Centimeter. As a class, we will measure a pencil sharpener together, discuss out loud their estimation of the pencil sharpener, measure the item in inches and then in centimeters then record both of the measurements on the chart. Independent Practice (Student performs on own): Once the teacher sees that all students have recorded both measurements in the chart correctly, each student will then independently go around the room and measure two different items in centimeters and inches. They will write or draw the item under the item column and then record the measurements under the other column. The students will have 20-30 minutes to do this. Class discussion and/or group activity, etc.: The teacher will ask all students to come back to their desk quickly and quietly when time is up. When they are all seated and quiet, the teacher will ask for the students to share some of the items they measured and their measurements. The teacher will then ask for a student to tell what they notice about the difference in the measurements of inches and centimeters. Closure of lesson that determines if goals/objectives(s) were met: The teacher will ask Now who can tell me what we learned in class today Students should answer with picturing a paperclip to measure things when they do not have a ruler and the difference in an inch and a centimeter. 9. Assessment of learners achievement related to goals/objectives: (Include authentic assessment, performance tasks, rubrics, tests, etc.): Observations of the students while working with the paperclips Observations of students while writing on the chart as a class. Taking the students charts they completed in their math notebook up and checking to make sure they get 1 out of the 2 correctly. 10. Differentiation/Interventions/Adaptations/Modifications for special learners: (Describe how you will incorporate differentiation in to your lesson. Also include how you accommodated for early and late finishers. I will be moving around the room to make sure that all students are understanding and recording measurements correctly. Any students who are struggling with measuring I will address and if it is a class as a whole, I will address the class as a whole. The earlier finishers will be able to go back to the items they measured and use a paperclip to measure the items and compare them. Or they could go find another item to measure and add to their chart.

The students who do not finish will be able to finish during recess or if they finish another assignment early they can complete their measurements.

11. Reflection: After implementing your lesson(s), submit both your original lesson and your revised plan and complete a typed reflection (1-2 pages) addressing the following questions: A.) Did you accomplish your objective(s)? Describe how do you know. B.) Describe the effect of your teaching by discussing how many students actually met each objective. C.) How would you present the material differently (differentiation) to those who did not meet the objective(s)? D.) What was most effective about your lesson or activity? Elaborate. E.) What improvements would you make to your lesson? F.) What did you learn about how children learn mathematics? G.) What learning theories/theorists/philosophers applied to this lesson? How?