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Seton Hall UniversityCollege of Education and Human Seruices
ElementarylSpecial Education Lesson Plan Descrlption and
RubricMeasuremenft Make Your Own Ruler
LESSON PLAN DESCRIPTION:r Jairne Murphy Furst. February I 8, 201
5. TheresaJuliano. Hillside Ave School/Zd Grade/age 7-8r Math:
Introducing the concept of measurernent. Make Your own Ruler
Lesson TemplateBig ldea/Focus;Explore: Help students understand
the concept of measurement by having them make theirown
nCIn-standard ruler.Common Core Mathematics Standard:
CCS S.Math. Content.2.MD.A. 1Measure the length of an object by
selecting and using appropriate tools such as rulers,
yardsticks,meter sticks, and measuring tapes.
C C S S. Math. Content.2.MD.A.4Measure to deterrnine how much
longer one object is than another, expressing the length difference
interms of a standard length unit.Objective:Students will be able
to construct their own non-standard rulen and make connections
tostandard rulers in terms of unlt size.
Students will be able to explain the same unit of measure is the
same size
Students will be able to explain the proper way to line up an
item and ruler to accuratelydeterrnine lenEth of an object
Description of content & Prior Knowledge & Mathematical
PracticesThink:
r Students have had some introduction to measuring lenEth using
a ruler but are notfarniliar with hash tags on a ruler or the
concepts of unlt/segments on the standardruler.
r To activate prior knowledge, students will be introduced to a
picture on the board andasked what we would use to find out it
length.
r lntroduce the concepts that we measure an item using units or
segments, whichcorrespond to the units on a ruler. For example, I
can measure the unit on the boardusing same sized units such as
post it notes.
r StudeqtS wtfuliscover how to measure an item using segments
onlv
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. Key oncepts-how do we line up our segments to get accurrte
me$sure
. Students will create a ruler by gluing segments onto a
cardboard strip and assigningvalue to each segment
. Key cancept- there qre not spaces between segments on a ruler,
each unit counts as acertain interval
r Students will work with a partner to measure objects and
record length using non-standard ruler they :nake.
. Key concep*ls it easier to rne*sure using segments or wsing
the ruler we rnede? Why?Haw do we line up a ruler when we $,?e
measuring an item? What happens if we do not
lntroduction 5O-6O minute lesson {part I of 2 day lesson)Launch
5 minutesThink:
. Students will come toEether on the rug for math lesson and
will call attention to thepicture of the pencil on the board.
r I will generate interest and excitement by telling the
students "Boys and Cirls, today weare going to measure the pencil
on the board using things that we find around theclassroom!"
r Let's try it, the first thinE l'm Eoing to use is this eraser.
This is called my unit ofmeasurement.
r To measure something, I keep the measure of the unit and
count.r The pencil is approximately 4 units long.e l-et's try it
again r,rsing the pencil.. So the pencil is my unit of
measurernent. Let's count it length, I, 2, 3 units long.
Mini lesson Think (10 min)Minutes)
. So after what we just saw, do you think that I could measure
the pencil using post-itnotes?
e What would I call the post it notes?r (units). Teacher: What
do we notice about these units?. Teacher "Turn and talk with your
partner?". My units are the same size and shape.. Teacher: To get
an accurate measurement, rny units need to be sarne.. What do we
notice ahout these units?r Teacher will clarifo sarne size and
shape.. Using our post it notes, where should we start if we want
to measure accurately?. Teacher: "Turn and talk to your partner"r
Wow, l'm hearing a lot of people say they should start at the end
of the pencil.. Looking at the board what is the length of the
pencils using our unit*the post it note."
Now.we are going to go back to oun desks and explore measurement
using segrnents.. On our desk you will find this activity sheet and
demonstrate on the board, several items
in a basket and our units of measurement.r Notice they are just
like my post it notes but smaller.r lwant everyone to practlce what
we did on the board using the units in the basket.
These units are called segments.. BREAK: students will
participate in group activity to explore measuring using
segments/units on their own. Teacher will rnove from group to
group assistingand assessing.
o {see partner activity}r Aftcr l{) minrrtcs-
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oa
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Boys and girls return to carpet with just their paper.Let's look
at the first one.
Teacher: Was this easy to do or was it kind of hard to move our
segments around?'Teacher: I think it can be hard because sometimes,
when I try to measure using mysegments, I have spaces between the
segments.""Did that happen to anyoneT'"Who can tell me how they
lined up their first segment, whert measuring, where did
youstaftr'Teaching Point: To measure accurately, we need to line up
our segments at thebeginning of the item being measured and make
sure we do not have spaces betweenthe segments.BREAK 2: Students
will work in groups to huild their own non-standard rulerSee
Partner activity for details.Boys and Girls, you are going to go
back to your seats and make a ruler using thesesegments as our
units of measure.At your seat you will find a glue stick and
seEments, your job is to go back and createyour own ruler by gluing
the segments on to the paper, similar to what I did with thepost it
notes.After completing, students will return to the carpet to
discuss: "What daes aur ruler looklike?" "Are there spaes beween
our segmertts?" " llfhat happens if there orre Segments?"Do you
think it is eqsier to mefrsure asi*g the ruler or the individual
segments?"Teacher will demonstrate how to use our ruler to line up
object, just like thesegments that use my home made ruler or post
it notes.Teacher will demonstrate how we can label our segments I
throuEh I0.Itlhy isnt I at the end of the ruler, why is it over
here?Students will be instructed to return to their se&t to
label the ruler just like I did and rerneasure items on activity
sheetworkBreak 3: Students work in groups to measure items on the
activity sheet.
Explore/Development ffotal of 3O minutes) (tr O minutes each
ativity)Think: (10-I 2 minutes)
r Part I: Student will return to their seat and will work with
their group or 3 or 4 tomeasure and record several items using (10)
one inch segment blocks.
r Miss Juliano and I will walk around to help students, this
wlll serve as forrnativeassessment.
. Teacher will remind student to compare measurements with their
partner (note, somestudents may not be measuring accurately.
r NOTE: lF someone gets a different measurement, ask why they
think that happned, callattention to the spaces and the u,ay it
lines up.
. Key oncepts will be: how did we line $p our segmefit, was
there space between them.
. Parr 2: Student will return to their seats and work in groups
of four gluing units ontotheir "ruler."
" Those that are done early can help their partner or explore
measurinE
. Once completed we will return to the carpet to discuss "bl/hat
daes our ruler look like?""Are there spaces between our segmerttsT"
" Whot happens if there are segrnents?"
r Part 3: Students will work in groups to measure items on the
activity sheet and discussand label ruler.
r They will dlscuss with their partner if they finish early.o
Boys and girl let's regtroup on the carpet with our ruler and our
activity sheet.
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eiosureThink:
Students will return to the carpet with their activity sheets
and rulersTeacher will quickly review answersDid we get the same
answer using the segments and rulers?Which was easier to use?Why
was the ruler easier to use?Key points: we will stress that its
easier to use the ruler, the segments move and Eetsrpicbs between
them. The ruler is more accurate because our unit are in
place.Tlacher will reiterate key ideas: "students begin measuring
an item at zero." "There isno spaces between segwrents/units af a
ruler" "segments on a ruler correspond tosegments on a standard
raler."Exit ticket for collection
AssessmentThink:
Since this is part of a 2 day lesson, I will assess in 2
waysFormative assessment as I move around the room during the grOup
activityFormative assessment as I collect the exit ticket to see
where students arestrugglinglsucceed ing
Resourceso I 5 strips of cardstock for the ruler. 1 50 segment
pieces cut out of construction paper (10 segments for each
student). I5 glue sticks"
Post-it notes for lessonr Picture to measure. I ruler for
demonstration. 4 packets of items to be shared in groups"
15 activity sheets
\lnclusive lnstructionThink:
. My class has several students with IEP's including,
hyperactivity and sensitivity, ESL,dyslexia, and few that have
difficurlty making connections.
r This lesson applies visual, audio and kinesthetic applicationr
I designed the lesson to address the energy level by allowing the
students to
"understand throug h exploration".. The student will be working
in groups, to encourage student helping studentse As I walk around
and assess, I can make changes, where I feel they are necessary-.
During our closure, I will address hyperactivity and engagement by
inviting the students
to stand up and discuss and demonstrate their answers-
Applications and ExtensionsI ntnK:
' This is the first part of a two day lesson-worms, noticing the
changes in length.
Next, the students wilX treasure gurnmy
. Stretch your gummy worm as far as you can without breaking
it
. Measure the stretched gummy worm
. What is the difference in length between the original and
stretched gummy worm?-
Daearcl finrlinnc