Math Lesson Plans-February 5 - 9
Skill:Understand Length and Measurement Tools
Monday, February 5th
Standards / 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.Weekly Essential Questions/I can statements / How can you estimate and measure length using standard units of measurement?
I can measure length using standard units of measurement.
Bellringer / Introduce Math HW
Introduce lesson vocabulary:
Standard unit - a unit of measure, such as a centimeter or a foot that has a defined length, as compared to a non-standard unit such as a shoe-length
Inch - the smallest unit of length in the U.S. customary system. A quarter is about 1 inch across. 12 inches is equivalent to 1 foot.
Centimeter - a unit of length in the metric system. Your little finger is about 1 centimeter across. 100 centimeters is equivalent to 1 meter.
Review the following key terms
Length - a measurement that tells the distance from one point to another
Measure - to determine the length of an object by comparing it to a standard
Anticipatory set / Interactive tutorial: Measuring Length in Inches with a Ruler -
Guided Practice / Opening Activity:
Materials for each student
• Activity Sheet 3 (1-Inch Grid Paper)
Describe the situation.
• Tell students that a company is designing a new pencil box that is 2 inches by 7 inches. Model how to draw a 2-inch by 7-inch rectangle on the 1-inch grid paper. Have students do the same on their own grids.
• Tell students they need to find out which classroom objects will fit in the box. 2 Measure objects.
• Have students work in pairs.
• Ask each pair to find at least five different objects that fit in the box and one that does not fit. 3 Collect the data. • As students find and measure the objects, have them keep a list of what fits in the box and what does not.
Discuss the results as a class.
• Invite students to show the objects they found that will fit in the box.
• Ask: How could you tell that an object will fit in the box? Students might place the object on the grid paper, or place the grid paper on the object.
• Explain that you want to find the longest of all their objects that will fit in the box. Ask: How can we tell which is the longest object? What is the longest object? Students might suggest putting two objects next to each other to see which is the longest.
• Ask: Do you think that the company should make a pencil box this size? Do you have any suggestions about changing the shape or size of the box? Answers will vary. Have students explain their responses.
Work through Think It Through on Pg. 166 as a class.
Discuss the question at the top of the page. Ask students to describe different ways they have measured length in real life.
Read the Think section together.
Invite students to suggest why each of the four guidelines in the Think section must be followed when measuring an object.
Give each student a ruler, and allow time for free exploration with the rulers.
Read the Think section together on Pg. 167.
Have each student find both the inches and the centimeters on the rulers. (If students are using separate rulers for inches and centimeters, explain that some rulers show both units, such as the ruler shown on the student page.)
Discuss with students how a ruler is similar to a number line. The left edge is 0. Each tick mark represents the distance from that mark to 0. The 0 should always line up with one side of whatever object is being measured.
Independent Practice / Read the Reflect question together. Ask students to discuss the question with a partner and then write their answer.
Closure/Assessment / Invite students to share their answers to the Reflect question with the class.
Tuesday, February 6th
Bellringer / Review Math HWAnticipatory set / Using A Ruler: Centimeters -
Guided Practice / Let’s Explore the Idea – Pg. 168
Give each student some inch tiles cut from Activity Sheet 3 (1-Inch Grid Paper).
Work through Problems 2 and 3 as a class. (You may want to put the measurement activity in a context, such as, “Audrey needs 4 inches of yarn for a craft project. Does she have enough yarn?”)
Have students work with a partner to complete Problems 7–13 – Pg. 169.
Direct students’ attention to Try It Another Way. Make sure that all students have centimeter tiles cut from Activity Sheet 4 (1-Centimeter Grid Paper). Have students complete the problems individually, then compare their results with a partner.
Independent Practice / Centers- (2 rotations)
Teacher – Guided practice pg. 170-171
Computer –iReady Math
Independent –Math spiral review
Independent –ST Test Drive
*AGL group – Addition and subtraction with regrouping
*OGL groups – Adding and subtracting tens and hundreds
*BGL group –Place value concepts
Closure/Assessment / TW monitor students as they complete center work.
Wednesday, February 7th
Bellringer / Introduce the following vocabulary:Foot - a unit of length in the U.S. customary system. 1 foot is equal to 12 inches.
Yard - a unit of length in the U.S. customary system. 1 yard is equal to 3 feet or 36 inches.
Meter - a unit of length in the metric system. 1 meter is equal to 100 centimeters.
Review the following key terms:
Inch - the smallest unit of length in the U.S. customary system. A quarter is about 1 inch across. 12 inches is equivalent to 1 foot.
Centimeter - a unit of length in the metric system. Your little finger is about 1 centimeter across. 100 centimeters is equivalent to 1 meter.
Review HW
Anticipatory Set / Using A Ruler: Inches -
Guided Practice / Opening activity
Each student will need a copy of Activity Sheet 3 (1-Inch Grid Paper) and colored pencils
Have students draw a rectangle that is 3 inches by 4 inches on their grid paper. Then have them draw two points labeled “Home” and “School” at two opposite vertices of the rectangle.
Tell students that they are going to find the lengths of different paths from a teacher’s home to her school. The paths have to stay on the grid lines and cannot go outside the 3 3 4 rectangle.
On the board, draw some examples of paths that the teacher might take.
Give students time to find a few different paths that the teacher could take. They may prefer to use different colors to draw the paths or draw more rectangles. As they finish each path, have them find its length in inches. They can use rulers to confirm the lengths.
Share results.
Work through Use What You Knowon Pg. 172 as a class.
Tell students that this page shows how to measure in centimeters with a ruler.
Read the problem at the top of the page as a class.
Have students answer Questions a–d on their own. (As students work, circulate among them to assess understanding and address any misconceptions about aligning a ruler correctly.)
Read Find Out More on Pg. 173 as a class. (If possible, have rulers, yardsticks, meter sticks, and tape measures available for students to use.)
Have students examine each type of tool that you have available. Ask them to find the 0 mark on each tool and to determine which type of units each tool measures.
Explain that a tape measure is useful for measuring very long lengths, such as the length of a room. If your classroom rulers have both centimeters and inches, have students find both units on the rulers. Discuss with students how they can check to make sure they are using the correct units each time they measure. Ask students to tell you which of the measuring tools is the shortest and which is the longest.
Independent Practice / Centers – (2 rotations)
Teacher – Guided practice pg. 170-171
Computer – iReady Math
Independent – Math spiral review
Independent – ST Test Drive
*AGL group – Addition and subtraction with regrouping
*OGL groups – Adding and subtracting tens and hundreds
*BGL group – Place value concepts
Closure/Assessment / Have students work in pairs to read and answer the Reflect question.
Call on students to share their answers with the class.
Thursday, February 8th
Bellringer / Review HWAnticipatory set / Inches, feet, and yards song -
Guided Practice / Read the problem at the top of Pg. 174 as a class. Make sure that students have inch tiles cut from Activity Sheet 3 (1-Inch Grid Paper), rulers, and paper. You may also wish to provide students with centimeter tiles cut from Activity Sheet 4 (1-Centimeter Grid Paper).
Measure It
Have students align their inch tiles with the paper as shown in the diagram. Use Mathematical Discourse questions 1 and 2 to emphasize the importance of lining up the tiles right next to each other, without any extra spaces between them and without overlapping.
Connect It – Pg. 175
Read the first two Connect It problems as a class. Make sure students understand that the problems refer to the previous page.
Ask students to answer Problems 2–4 on their own. Invite individual students to share their answers to Problem 4. For Problem 5, have students work in pairs. Ask them to think about the type of units they see on a yardstick. Have yardsticks available for students to look at if they are unsure about the units.
Try It
Have students work in pairs. When they are finished, discuss the answers as a class.
Read the problem at the top of page 176 as a class. Tell students that they will learn about measuring an object that is longer than a ruler.
Measure It
Draw students’ attention to Measure It. Give students lengths of string that are 90 centimeters long, and draw a line segment on the board that is also 90 centimeters long. Tell students they will practice using a ruler to measure a length longer than the ruler.
Align a centimeter ruler at the left end of the segment on the board, and draw a tick mark at the 30 centimeter mark. Have students do the same thing with the string, holding an index finger in place instead of drawing a tick mark. Move the ruler so the 0 mark aligns with the tick mark or index finger. Repeat the marking and moving to measure the segment.
Connect It – Pg. 177
Work through the Connect It section as a class.
For Problem 12, have students work with a partner. You may want to have students mimic what is shown on the student page and measure an actual 90-centimeter piece of string with a ruler and meter stick.
Try It
After students complete the Try it problem, ask volunteers to share their answers with the class. Have students discuss why they circled or underlined each object.
Independent Practice / Centers - (2 rotations)
Teacher – Guided practicepgs. 178-179
Computer – iReady Math/ST Math
Independent –Hands on measurement practice
Independent – ST Test Drive - Measurement
Closure/Assessment / Hands on measurement – daily grade
Friday, February 9th
Bellringer / Check HWAnticipatory set / “Do My Best” motivational song
Guided Practice / RCC pgs. 180-181 – Independent practice
TW review answers to these pages, calling on students to share their answers and coming to the board to write them. This is also an opportunity for students to ask questions before taking their lesson quiz.
Independent Practice / Centers - (2 rotations)
Teacher – Guided practice pgs. 178-179
Computer – iReady Math/ST Math
Independent – Hands on measurement practice
Independent – ST Test Drive - Measurement
SW complete Lesson 16/17 Quiz.
*Time permitting, TW review answers to the quiz on the promethean board with the students, allowing students to ask questions and explain their work. TW call on volunteers to share their answers
Closure/Assessment / Lesson 16/17 Quiz – daily grade