Mathematics Lesson Design Template
Lesson Title: Measures All Around
Creator: Mary K. Perdue
Grade Level: 2nd Grade
Big Idea: Measurement
Essential Question: How does what we measure influence how we measure?
West Virginia CSO’s:
M.S.2.4
Measurement
Through communication, representation, reasoning and proof,
problem solving, and making connections within and beyond the
field of Mathematics, students will
 demonstrate understanding of measurable attributes
of objects and the units, systems, and processes of
measurement, and
 apply appropriate techniques, tools, and formulas to
determine measurements.
M.O.2.4.2
Estimate and determine the perimeter of squares, rectangles
and triangles.
M.O.2.4.3
Estimate and count the number of square units needed to
cover a given area using manipulatives
21st Century Learning Skills:
21C.O.PK-2.2..LS.4
Student engages in discovery, exploration, and
experimentation to reach unexpected answers.
Student makes unusual associations and
provides a variety of solutions to problems.
2lC.O.PK0-2.1.LS.2
Student can accurately interpret and create
simple visuals (e.g. charts, maps, graphs, and
models) and use this information to solve
problems and communicate information.
21C.O.PK-2.3.LS.5
Student uses clearly defined teacher directions
and interpersonal skills to move others toward
the goal.
Technology Tools:
21C.O.PK-2.1.TT.7
Student, working in a teacher led whole group
project, uses presentation software to illustrate
concepts and communicate ideas.
Introduction (time 10-15 minutes)
Activating Prior Knowledge:
Students use responders to complete a ‘Unit of Measure’ review
(attached). Students determine which unit of measure is best suited to measure
various linear distances. The selected units include inch, foot, yard, mile,
centimeter, meter, and kilometer. The purpose of this activity is to activate prior
knowledge about measurement. A short discussion of each answer will help
review measurement terms. The teacher is involved in informal on-going
assessment of children’s ability to use appropriate units of measure and to
recognize reasonable measurements during activity.
Launch (time 5 minutes)
To move focus to today’s lesson/objectives, students will complete the
estimation prompt in the top portion of the Math Message (see attachment.)
“Which shape do you think is the ‘biggest’ (has the largest area)?”
Teacher Question: How might you measure the shape to find out? Teacher will
facilitate a whole group discussion of children’s choices of units and allow them
to justify their choices. She may use the opportunity to tally the class choices.
Specialized Vocabulary Development
Discussed during explorations:
 area – measure of a region bounded by a border
 square centimeter – unit of measure
 square inch – unit of measure
 cylinder – a 3-D shape with curved surface and parallel circular
bases
 perimeter – distance around the edge of something
 volume – a measure of the amount of space occupied by a 3dimensional shape
Class will line up and number 1/2/3 to determine the exploration groups. A timer
will be used to keep track of activity times. Students will rotate to a different group, clockwise, every 20 minutes.
Investigate/Explore (Time:
each exploration: 20 minutes)
Students will complete three teacher-led exploration activities at different
stations set up in the classroom. The regular education teacher will work at one
station, a special education interventionist will lead another station, and the math
coach will be at the third station.
Exploration A
Teacher will review definition of a cylinder. Students will work with a partner to
make one tall and one short cylinder from identical sheets of tagboard, then use
macaroni to determine whether one cylinder holds more than the other or
whether both cylinders hold the same amount.
Teacher Question: Suppose that you fill both containers with macaroni, will one of
the cylinders hold more macaroni than the other? If so, which one? Why?
Students record their prediction in the middle section of the Math Message
page. Student partners will then fill the tall cylinder with macaroni. Then they will
carefully pour the macaroni from the tall cylinder into the short cylinder. They will
discuss their findings and record the actual results on the Math Message page.
Teacher Question: How many predicted the short cylinder? Why do you think the
short and wide cylinder holds more? Encourage student talk! Discuss with your partner
what you could do to make two cylinders that will hold about the same amount of
macaroni. Think/Pair/Share
Exploration B
Students will trace small objects and estimate the areas of shapes using
centimeter and inch grids. This activity continues work with area by counting
whole square inches and whole square centimeters. It extends to having
students estimate the area of the remaining partial squares.
Students will place a deck of cards on a piece of centimeter grid paper;
then trace around the deck. Teacher will point out that the tracing line shows the
border of the deck. Students will count the squares inside the border. (If more than
half of a square is inside the border, students should count it as a whole square; if less
than half a square is inside the border, do not count the square at all). Teacher will
explain that the amount of space inside the border is called the area. The number of
squares counted is a measurement of the area in square centimeters. Students record
their findings in appropriate spaces on the bottom of the Math Message page.
Students will trace the shape of the deck of cards using inch grid paper.
Teacher will continue using the term “area” and pointing out that the number of squares
counted is a measurement of area in square inches. Students will record their findings
in the appropriate place on the Math Message page.
Students will continue to measure area in square centimeters and square
inches using the following objects: a pattern-block template, a crayon box,
pattern block, and an attribute block. Students will record their findings in the
appropriate place at the bottom of the Math Message page.
Teacher Questions: Explain why your results are estimates and not exact
measurements. How are the units used to measure area different from those used to
measure perimeter? Why do you have 2 different answers for the same object, the deck of
cards. Which answer is larger, why? Which unit is larger, the square centimeter, or the
square inch? How does the size of the unit of measure effect the resulting measurement?
Exploration C
Students will build a wall with pattern block and then represent the
structure on paper, using pattern-block templates. Using a ruler, students will
determine the perimeter of their structure.
Teacher Questions: As children build walls, ask them to name the pattern-block
shapes. Ask questions about the characteristics of the shapes. For example: Which
sides of the trapezoid are parallel? How do you know?
Students look at walls made by others in group. Teacher Questions: How
many different pattern-block shapes were used in each wall? Were all of the shapes
used? Which were not used? Why not?
Students will record the perimeter of their walls in inches.
Summarize/Debrief the Lesson (Time:
15-20 minutes)
Reflections: Students reflect on the three sessions and complete an exit
slip telling how they measured different things. Students can share their favorite
activity with a partner. Using “the hat” random name selector, students who are
selected will share their reflections on why they think “What we measure
determines how we measure.”
Materials: Whole Class: Set of responders, projector
Exploration A: Journals, pencils, rulers, tape, macaroni, pieces of cardboard, 2
sheets of 8 1/2” by 11” tagboard
Exploration B: journals, pencils, deck of cards, templates, crayons, pattern
blocks, attribute blocks, inch grid paper, centimeter grid paper
Exploration C: Pencils, handout, pattern blocks, rulers
Duration: One 95-100 minute scheduled math class
Teacher Notes: My lesson plan incorporates materials from Lesson 9.7:
Exploring Capacity, Area and Pattern Block Walls from Everyday Mathematics,
published by the Wright Group.
No longer is learning in a classroom the responsibility of one teacher. This
standards-based math lesson shows the effectiveness of collaborative teaching:
using the regular education teacher, the special education interventionist, and the
math coach to provide small group instruction through hands-on explorations. By
the end of the 2nd grade, 21st century learners need to be able to work
cooperatively and productively with others in small groups. These students will
demonstrate the ability to explore and develop new ideas.
The hands-on experience in Exploration A should help children become aware of
how deceiving appearances can be. Exploration B allows students to work with
estimates in finding the area of a surface. Exploration C provides experience
with 2 and 3 dimensional objects, as well as practice finding perimeters.
Units of Measure
Students will answer questions, using Responders, to review linear distances. This
launch activity will activate prior knowledge about measurement.
Which unit would you use to measure each item:
1. the distance from Orlando, Florida to Boston, Massachusetts
A. inch
B. foot
C. mile
2. the length of a paper clip
A. centimeter
B. meter
C. kilometer
3. height of your teacher
A. yard
B. foot
C. mile
4. perimeter of your bedroom
A. centimeter
B. meter
C. kilometer
5. width of a deck of cards
A. inch
B. foot
C. yard
6. length of a bus
A. inch
B. foot
C. yard