Grade 2 Math Unit Planning 2016 to 2017

PS 105

Unit #/Book/Topic / Unit 6 / Book 6 / Linear Measurement / Approximate Days or Dates / 13 days
Stage 1 - Identify Desired Results
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include specific Common Core standards)
Measure and estimate lengths in standard units
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.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.
2.MD.3: Estimate lengths using units of inches, feet, centimeters, and meters.
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.
Relate addition and subtraction to length
2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
Represent and interpret data
2.MD.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Enduring Understandings
What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)
What misunderstandings are predictable? / Essential Questions
What is the Go Math Chapter Essential Questions?
Are there any potential cross-curricular connections during this chapter?
Students will understand that...
·  Different-sized units yield different counts (the smaller the unit, the higher the count).
·  Common (standard) units are needed to compare measurements accurately.
Related misconceptions… / Essential Question:
·  Why do we need inches and feet?
Cross-curricular connections…
Knowledge:
What knowledge will student acquire as a result of this unit? This content knowledge may come from the chapter’s goals, or might also address pre-requisite knowledge that students will need for this unit. / Skills:
What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit.
Students will know...
·  Why we need to use standard units of measurement. / Students will be able to…
·  Compare two lengths.
·  Use direct and indirect comparison to identify equal lengths.
·  Iterate units to measure length.
·  Identify strategies for accurate measurement.
·  Consider sources of measurement error.
·  Measure lengths in inches, feel, yards, centimeters, and meters.
Stage 2 – Assessment Evidence
Evidence
Through what evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. / Student Self-Assessment
How will students reflect upon or self-assess their learning?
Benchmark 1: Recognize that, when measuring the same length, larger units yield smaller counts (and vice versa).
Resource Masters A47 and A50-A51
Benchmark 2: Estimate and measure lengths in inches, feet, centimeters, and meters.
Resource Masters A47 and A50-A51
Benchmark 3: Represent measurement data on a line plot.
QUIZ 1
Benchmark 4: Solve comparison and other story problems about lengths.
Resource Master A50-A51
Pearson Unit Assessment: Questions 1, 3, 4, 6, 7, 9. 11, 13, 14
Stage 3 – Learning Plan
# / Content Goal / Lesson Notes/Planned Differentiation / Additional Resources or Math Centers
6 sessions / Investigation 1: The Land of Inch / This investigation is an introduction to length measurement, and to the need for standard units of measurement. You can add a center or two to continue student work with addition and subtraction. There are some nice ones in K-5 math teaching resources such as the one listed to the right.--> / http://www.k-5mathteachingresources.com/support-files/3-digit-addition-split.pdf
1.1 / How Far Can You Jump?: Measuring with Different Units / You can do this lesson as suggested, but I would add the DAFC and/or a multi-digit addition or subtraction center so that you only have half of the class jumping at a time. / ·  How Far Can You Jump?
·  DAFC and/or Multi-digit Addition/Subtraction
1.2 / Comparing Jumps / Do this lesson as suggested, but add the DAFC and/or a multi-digit addition or subtraction center. After students finish jumping and measuring their jumps, they do the comparing jumps activity (SAB p. 385). / ·  How Far Can You Jump?/Comparing Jumps
·  DAFC and/or Multi-digit Addition/Subtraction
1.3 / Comparing All of Our Jumps / You should be able to get at least one center in along with the Measuring Jumps with Cubes activity. / ·  Measuring Jumps with Cubes
·  DAFC and/or Multi-digit Addition/Subtraction
1.4 / The Land of Inch / Do this lesson as suggested. The purpose of the lesson is for students to discover the importance of standard measurement units. / No centers today.
1.5 / Measuring with the Inch-Brick Tool / Today students practice measuring with their new inch rulers through a series of centers. / ·  Clothes in the Land of Inch
·  Buildings in the Land of Inch
·  Optional: DAFC and/or Multi-digit Addition/Subtraction
1.6 / A Measurement Disagreement / This lesson begins with a short assessment and then continues the same centers from the previous day. / ·  Clothes in the Land of Inch
·  Buildings in the Land of Inch
·  Optional: DAFC and/or Multi-digit Addition/Subtraction
6 sessions / Investigation 2:
Two Measure-ment Systems / This investigation compares measuring in inches with measuring in centimeters, as well as providing lots of good measurement practice.
2.1 / Rulers and Body Benchmarks / You can do this as suggested if you wish, but a good alternative is to use SAB page 405 as one of the three centers instead. / ·  Body Benchmarks
·  Measure and Compare
·  SAB p. 405
2.2 / Measurement Strategies / Do this lesson as suggested. Lots of measuring today! / ·  Body Benchmarks
·  Measure and Compare
·  Measuring Our Classroom
·  Measuring Jumps in Inches
2.3 / Moving to Metric / Do this lesson as suggested. / ·  Metric Scavenger Hunt
·  Comparing Tools
·  Measuring Our Classroom
·  Optional: DAFC
2.4 / Measuring with Metric Units / Do this lesson as suggested. No centers today. The focus is on comparing measurements in inches with those in centimeters. The big idea for students to grapple with is that when we measure something with a smaller unit, we get a larger number as the measurement. / No centers today.
2.5 / Inches and Centimeters / Do this lesson as suggested. / No centers today.
2.6 / Measuring and Comparing Lengths / This is an assessment activity. Consider also giving the Realize Assessment (just 9 questions) today if you can fit it in.
Unit Assessment / Pearson Realize Assessment: Questions 1, 3, 4, 6, 7, 9. 11, 13, 14
Post-Unit Reflection
Considerations / Comments
Required Areas of Study:
Was there alignment between outcomes, performance assessment and learning experiences?
Adaptive Dimension:
Did I make purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students? / For struggling students:
For students who need a challenge:
Suggested Changes:
How would I do the unit differently next time?