Essential Questions

Objectives

How do 2nd graders

use measurement
every day?

1)Students
will be able
to analyze
the real-life
needs of
measureme
nt.
2) Students
will be able
to measure
using nonstandard
units of
measureme
nt.

How do adults
need measurement
in their lives?
Why is it important
for a community to
have a standard
unit of
measurement?
How does
measurement help
us better
understand the
world around us?
Why are there a
variety of tools for
measuring?

3)Students
will be able
to measure
using an
inch as a
standard
unit of
measureme
nt.
4) Students
can
distinguish
between
standard
and nonstandard
units of
measureme
nt
5) Students
will be able
to measure
objects
using a foot
as a
standard
unit of
measureme
nt.
6)Students
will be able

Content
Skills
-Students
can list
reasons
people
measure in
real life
-students
can align,
back to
front,
objects in
order to
measure in
nonstandard
units
-students
can use a 6inch ruler
and inchsticks in
order to
measure
-students
can align
the edge
of
measured
object at
the 0 mark
on ruler
-Students
can use a
flat edge
ruler to
measure
from the
0 to 12
-Students
can state if
it is closest
to a lower
inch or
higher

Resources

Computer
Projector
Worksheets
1-5
Borrowed
worksheets
6-inch ruler
print outs
inch-squares
(cut out)
wooden 12inch rulers
cloth tape
measures
wooden yard
sticks
post-it notes
classroom
supplies
(pencil,
construction
paper, clip
boards)
internet
access
speakers
skittles
erasers
pencil boxes
carpet
windowsill
access
pennies
paperclips
popsicle
sticks
dry erase
marker
crayon

Assessme

Student C
Teacher O
Ind Practi
workshee

Homewor
completio
accuracy

Choiceboa
Independ
Teacher/s
conferenc
Paper ass

Exit Ticke

to use a
yard as a
standard
unit of
measureme
nt.
7)Students
will be able
to
distinguish
the best
tool needed
for different
measuring
situations.
Students
will be able
to combine
measureme
nt unit to
provide an
accurate
measureme
nt to the
nearest
inch.

inch on a
ruler
-Students
can use a
yard stick
to measure
objects
-students
can choose,
from a
given
collection,
an
appropriate
measuring
tool based
on
circumstanc
es
-student
can explain
materials
choices
-student
can
compute
inches to
feet, feet to
inches, and
feet to
yards
-students
can use
repeated
addition
and
subtraction
to compute
conversions

Curriculum Map: Measurement, 2nd Grade: Alexis ONeal

Unit: Measurement, 2nd Grade

Objective:
1)Students will be able to analyze the real-life needs of measurement.
2) Students will be able to measure using non-standard units of
measurement.
Introduction:
Read Aloud: Counting on Frank by Rod Clement

Discuss all of the questions Frank has in the story with the students. Guide
students to decide that many of Franks questions could be answered by
figuring out the size and weight of something. How do we figure this out?
Measurement!
Define measurement as finding a number that shows the size or amount of
something (MathIsFun.com, 2011)
Student Check In: Ask students How much do you know about
measuring? Students will use fingers to show a 1,2, or 3 in their personal
space based on what they know about measuring (1 =nothing; 3= I
could teach it)
Create an anchor chart with students to show what they already know
about measuring (words, units, materials, etc)
Tell students that measurement can happen in many ways. Today, we are
going to practice measuring with non-standard units of measurement.
Have students explain what non-standard means.
Guided Practice:

Model for students how to measure a pencil using paper clips. Ask students
to estimate how many paperclips long the pencil is. Count each paper clip
needed to fit the pencil from end to end. Compare to estimate.
Work in front as students work in small groups to practice measuring the
pencil with paper clips at their desks.
Allow students to work in groups to measure the length of their composition
book (show length is top to bottom). Are all composition books the same
size? (Thumbs up, thumbs down based on measurement at tables)
Revisit Student Thumb Check-In: 3,2,1?
Independent Practice:
Math Centers: Students will work in small, flexible groups of 3-4 students to
practice measuring with non-standard units of measurement. Students will
complete a worksheet as they move through centers (Worksheet 1)
Closing:
Whole group discussion: what did you learn about measurement today? Are
all pencils the same size? Are all books? Why might we have different
answers when we measure with our bodies?
Thumb Check-In: 3,2,1- celebrate any progress with snap-claps
Tell students tomorrow they will begin to learn with standard units of
measurement.
Read through lyrics, sing measurement song as group (lyrics attached):
song at Discovery Education, United Streaming
Homework: Trace your hand on a piece of construction paper and cut it
out. Use the length of your hand (base of palm to tip of middle finger) to
measure 5 things in your house. Record your measurements.
Assessment:
Student Check-In
Teacher Observations
Worksheet Completion
Homework Completion

MATHWITHMARMeasurementSong
Lyrics
GradeLevel:K-5
There are different ways to measure
How much or how long
Lets sing a song about measurement
In a measurement song
If we want to know how much,
We can start with an ounce
Then would be a cup
Next comes a pint, then a quart
Then a gallon. It all adds up.
For how long we start with millimeters
Centimeters then an inch
Next is a foot, then a yard
You can measure. Its a cinch!
There are different ways to measure
How much or how long
Lets sing a song about measurement
In a measurement song

In a measurement song!
SongPublisher:Music with Mar

Published by Discovery Education. All rights reserved.

Name:_________________________________________
Worksheet 1: Measuring with Non-Standard Units
Use the materials at your center to measure the objects on this paper.
Count carefully!
Center 1:
Object: (what?)

Unit: (how?)

Length: (how many?)

Pencil Box
Pennies
Pencil Box

Popsicle Sticks

Center 2:
Object: (what?)

Unit: (how?)
Skittles

Dry-Erase Marker

Erasers
Dry-Erase Marker

Center 3:

Length: (how
many?)

Object: (what?)

Unit: (how?)

Classroom Carpet

Your feet

Classroom Carpet

Your hand

Length: (how many?)

Challenge:
How many kid steps wide is out classroom?
Guess: ____________________________
Actual amount: _______________________
Would it take MORE or LESS adult steps to measure our classroom?
Why?

Lesson 2, Measurement
Alexis Elkins
Objective:
Students will be able to measure using an inch as a standard unit of
measurement.
Students can distinguish between standard and non-standard units of
measurement.
Introduction:
Review with students the meaning of measurement- have all students
share with a partner before sharing with class.
Introduce an inch to students (cut out 1-inch pieces of card stock)- have
students pass around, looking at its LENGTH (make sure students are
looking in correct direction). Point out that this is a standard unit of
measurement. It never changes and people outside of our classroom all
over the country know what it is.
Show students how to measure by putting pieces of inches together. Model
how to measure a book using this system. Have students come up to
practice. (Intentionally make a mess with the inch pieces falling all over)
what a mess to measure!!!-introduce students to a RULER (6-inch ruler).
Remind students to line up the bottom of the object with the zero linemodel how to measure in inches using ruler.
Have students confirm that a ruler is a series of inches together by placing
inch-strips over each inch on ruler. Is it right? Allow students to
manipulate pieces to confirm.
Thumb Check-In
Guided Practice:
Ask students to help you measure by using your ruler to measure objects in
inches (only measure things that are 6-inches or less to avoid confusion of
moving ruler for continuity) While working, ask students to compare an
inch to non-standard units we used? Bigger or smaller than a skittle? Your
foot? An eraser? A paperclip? A penny?
Have students walk around to measure and record the same objects as
yesterday using a standard unit of an inch. Have students estimate, then
measure.
(Worksheet 2)
Thumb Check-In
Independent Practice:
Students will work independently at their seats to complete Worksheet 3
(Estimate and Measure) (HaveFunTeaching.com, 2012). While students
work, circulate and work with students who checked-in at a 1

Closing: Ask students to summarize what they learned today. Have pairs of
students quickly reteach each other how to measure with an inch using a
ruler.
Ask students why measuring with a standard unit of measurement might be
better than non-standard. Brainstorm and record real-life examples when
measuring in standard units are necessary.
Sing measurement song to transition out of math.
Homework: Measurement: Inches Worksheet (HaveFunTeaching.com, 2012)
Send home laminated 6-inch rulers with homework
Assessment: Student Check-In; Teacher Observations; Worksheet
practice;Homework

Worksheet 2: Measuring with Inches (Guided Practice)

Alexis Elkins
Name: __________________________________________
Measure the following objects with inches using a ruler. When you are done,
compare your measurement of standard unit to yesterdays activity with
non-standard units.
Object:

Length (inches)

Pencil Box

Non-standard unit:
__________ Pennies

______________ in.
__________ Popsicle
Sticks
____________ skittles
Dry-Erase Marker
______________ in.
____________ erasers
Red Crayon

X
______________ in.

Your neighbors
thumb(top to bottom)

______________ in.

X
X

Your neighbors ear

______________ in.
What was the biggest thing you measured? How many inches was it?
____________________________________________________________________________
___
What was the smallest thing you measured? How many inches was it?
____________________________________________________________________________
___
Challenge: How many inches larger was the biggest than the smallest
object?
____________________________________________________________________________
___

Lesson 3, Measurement
Alexis Elkins
Objective:
Students will be able to measure objects using a foot as a standard unit of
measurement.
Introduction:
Review the difference between a standard and non-standard unit of
measurement. Ask students to name the standard unit we learned
yesterday.
Turn and Talk: Think of 3 examples when you might need to measure.
Would inches work? Why or why not?
Share out: record student ideas on board.
Try to measure a students height using inches on a 6-inch ruler. Have
students point out that it is difficult and may not be accurate. Introduce a
foot as a unit of measurement. Tell students that the foot is always equal to
a certain amount of inches.
Have students measure using inch blocks to determine how long a foot is
on a 12-inch ruler. Show students measuring tape- point out labels of
inches and feet. When might it be better to use measuring tape instead
of a foot ruler?
Thumb-Check_In
Guided Practice:
On post-it notes, have students write 1 example of when it would be better
to use inches to measure, and 1 example of when it would be better to
measure using a foot (or feet). Have them stick post-it in appropriate
column on T-chart.
Model how to measure using a foot-ruler (lining up bottom/edge with 0
mark, measuring to closest inch). Estimate and measure a Big Book in
room to model. Estimate and measure your leg to model and record. Point
out how to measure when it needs more than one foot (line up, move
ruler). Have student volunteers help.
Thumb Check-In: group 1s to work in small group during independent
practice
Independent Practice:
Have students walk around classroom with foot ruler, clip board, post-it,
and partner.
Students will measure objects they think need to be measured by the foot
instead of inches. Measure, record, and label objects with post it that says
The _________ is _______ feet/foot (ideas: table, desk height, desk width,
student height, teacher desk, window width)
Closing:

Review post-it labelings as class

Watch Inches and Feet video on BrainPop, Jr:
http://www.brainpopjr.com/math/measurement/inchesandfeet/
Thumb Check In- celebrate success and progress
Sing Measurement Song
Assessment: Teacher Observations, Student Reflection, Post-It Labels
Homework: Worksheet 3 (homework)
Name: ____________________________________
(Worksheet 3)
Homework:
Directions: Use a tape-measure or an inch ruler to measure these objects in
and around your house. You may ask someone to help you hold the tape if
needed! You will need to decide if its better to measure using a foot/feet,
or inches. Think first and dont forget to show your units in your
answer.

Kitchen Table

A spoon

How wide is your front

door?

Height of a chair

A glass or drinking cup

How wide is your bed?

Height of toothbrush

Height of your
homework folder

Height of adult in the

house

Lesson 4
Measurement
Elkins
Objective: Students will be able to use a yard as a standard unit of
measurement.
Students will be able to distinguish the best tool needed for different
measuring situations.
Introduction:
Review with students that 12 inches = 1 foot. Talk about how it was difficult
to measure LONG distances with a tape measure with a 1-foot ruler.
Introduce the yardstick!
Watch YardStick Infomercial: Watch yardstick infomercial:
http://www.youtube.com/watch?v=893yujn12tw
Explore the yardstick, describing what it looks like and feels like.
Estimate how long is a yardstick?
Student Check-In
Guided Practice:
Small groups will use tape measures and 1-foot rulers to measure yardstick.
Guide discussion to come to conclusion that a yard stick is 3 feet, or 36
inches. Anchor chart to create that 1 yard= 3 feet or 36 inches.
Have students explore measuring things in the room with a yard stick vs. a
1-foot ruler to observe different situations call for different measuring
materials.
Collect in whole group again to discuss findings and draw conclusions on
what situations need what materials to measure.
Independent Practice:
Student pairs will have measurers choice to measure around the
classroom. They will estimate if the object is larger than, the same as, or
smaller than a yard using a yardstick. They will then measure how many
yards long is:
-the set of 3 windows
-the morning meeting carpet
the width of the highway
-two students, lying down toe to toe
Students get 3 choices of any objects to measure and decide if they will
choose a 6-inch ruler, foot ruler, tape measure, or yard stick (Worksheet 4)
Closing: Discuss findings with students. Have students share out their
measurements to check for agreement with others. Review length of yard,
foot, inch.
Sing Measurement Song.
Assessment: Teacher Obs; Student Check-In; Ind. Practice W/S,

HW: Measure your family members in terms of yards. Record and order
them from least to greatest.

Worksheet 4
Name: _______________________________________________
Measure the following objects to the nearest yard.
Estimate

Actual Length

3 windows in a row: _______________

_______________

Morning Meeting Carpet ____________

Width of hallway

________________

______________

Two students toe to toe

____________

________________

________________

Your choice!
Object:

Tool Used

Length

Unit

Lesson 5, Measurement
Elkins
Objective: Students will be able to combine measurement units to provide
an accurate measurement to the nearest inch.
Introduction:
On white boards, do a quick review: how many inches in a foot? In a yard?
How many inches in two feet? How many feet in a yard?
Have students think of times when you might need an exact measurement
(not to the nearest foot): (making curtains, making paints, building a
treehouse, finding a frame for a picture, etc) List answers on chart paper.
Model for students how to use feet and inches to give a closer
measurement (the big book is 1 foot, 4 inches). Model a few times.
Student Check-In
Guided Practice:
Have student pairs work in groups to use foot-rulers and tape measures to
practice combing inches and feet in measurement. Work with students to
record and complete task measurements projected on board as group.
Work with students to figure out how to do this in terms of math and word
problems (if something is 1 foot, 6 inches, how many inches is it all
together?
Independent Practice:
Have students measure 5 items of their choice and label with post-it notes
(The _______ is ____foot/feet, ________ inches. That is __________ inches
total.)
Student Check-In
Complete exit ticket:
1) How many inches total is a stick that is 2 feet, 5 inches long?
2) What is the combined measurement of an arm that is 26 inches long?
3) List 2 reasons you might need an exact measurement
Sing measurement song
Assessment: Student Check In- Post it notes, Teacher observations, exit
ticket
Homework: See HW Sheet (Worksheet 5)

Homework, Worksheet 5 Lesson/Day 5

Name: __________________________________________

Choose 5 things in your home. Measure these things to the

nearest inch, using feet and inches! Have a parent check your
measurements.
Object:

Length

Convert the following measurements into ft./inch

combination.
1)30 inches= ___________________
2)37 inches = ___________________
3)14 inches= _____________________
Convert the following into inches only:
1)2 ft, 4 inches = ___________________
2)1 ft, 8 inches= ______________________
3)2 yards= _________________________
Unit Assessment: Choiceboard:

Choose one activity from each column.

On your own
Make a poster
to advertise the
different tools
for
measurement.
Be sure to talk
about when you
would need to
use each one
specifically.

With teacher
Slide the card:
Slide a playing
card across the
table (3x).
Measure the
length of each
slide to the
nearest inch

On paper

Create a video
that teaches an
alien how to use
the tools of
measurement.
Explain each
tool, what it
measures, and
how to use it.

Choose 3 body
One written
parts (your
assessment (WS
head, arm, foot, 6)
leg, hand):
measure each
of these parts to
the nearest
inch.

Write a brochure
that explains the
different
measurement
tools. Be sure to
give information
about each tool,
and when to use
it.

Measure-Hunt:
Choose 3
different
One written
measurements
assessment (WS 6)
(1 in inches, 1 in
feet, 1 in yards):
measure objects
around the
classroom until
you find an
object that
matches the
measurement
within an inch.

One written
assessment
(WS 6)

Written Assessment:
Name: ________________________________
Match the following terms to their definition:
foot
measure

inch

yard

ruler

tape

1)________________- a unit of measurement: 12 of

these make 1 foot
2)_____________________- a unit of measurement: 36
inches
3) ______________________- a hard, straight line with
measurement marks
4)______________________- a unit of measurement: 12
inches
5)________________________- a soft, bendable way to
measure in inches, feet, and yards.
Convert the following:
1)19 inches = _____________________ (ft/inches)
2)31 inches = _____________________ (ft/inches)
3)2 feet, 12 inches= ____________________ (yards)
4)1 ft, 3 inches = _____________________ inches
5)2 ft, 4 inches = ____________________inches

PA

Standards:

2.3.2.A: Demonstrate that a single object has different attributes that can
be measured in multiple ways.
2.3.2.B: Use tools to estimate and measure in standard units.
2.3.2.F: Estimate and verify measurements of length, weight, and capacity.
2.11.2.A: Order whole numbers, 0 to 500, with least to greatest value.
2.2.2.A: Develop fluency in the use of basic facts for addition and
subtraction

NCTM Process Standards:

Problem solving_- this unit involves problem solving because it requires
children to think outside of the box in order to make measurements. They
need to know the tools and be able to problem solve to figure out which
tool would be the best. They also need to work in pairs and figure out a
strategy for continuous measurement
Communication- much of my unit involves a social aspect with children
talking through problems and working together to solve a problem or find a
measurement. We also practice writing these answers down in number and
word format. Last, students have ample opportunity to share their verbal
thought process with the class to communicate. We also work on
communicating in complete sentences with math by recording their post-it
measurements in complete sentences.
Reasoning and Proof- Children need to be able to reason and defend their
thinking for choose a certain measuring tool over another based on its use.
They use manipulatives to prove things like a foot is actually 12 inches, a
yard is truly 36 inches/3 feet, etc. They use inch blocks, rulers to cover and
line up each measurement to confirm that these tools and units are truly all
related.
Connections- Every lesson includes a discussion to relate math and
measurement to real life (why might we need this? When would we use it?
How is it used in every day life?). They are also able to make connections
between math and their own world by using every day materials to interact
with their new knowledge. They see that measurement pertains to their
bodies, their classroom, and their home!
Representation Children use manipulatives and non-standard units to
represent the idea of measurement. They also learned to represent a foot in
terms of inches, a yard in terms of feet and inches, etc. They were able to
show the spatial representation of an inch with their inch markers as well as

when they covered up a ruler using 12 inch markers to show and represent
a foot.

NCTM Principles
Equity- My classroom is set up entirely of equity and holding
high standards for my students. I believe that our lessons are
rigorous and allow students access to many types of learning
and experiences. They are able to work alone, in student-chosen
groups, and in flexible groups. Trusting students to reflect on
their own learning is another example of holding students to
these expectations.
Curriculum- The measurement curriculum is one that is essential
to their success as their skills build in later years. The curriculum
uses hands on, real life materials, as well as computation skills
that reinforce addition, subtraction, and multiplication.
Measurement starts in 1st grade and continues as the grades
incease, with 5th graders still working on measuring within
fractions of inches. My unit is preparing students to progress
with these skills.
Teaching- The unit reflects state and NCTM standards to uphold
to these teaching expectations. It also understands that there
are many types of learners and incorporates a mix of auditory,
visual, and kinesthetic learning. It includes songs, videos, story
books, hands-on measuring, talking, and pencil/paper
questioning.
Learning- Each lesson discusses what they have already learned
and builds upon it. Accessing prior knowledge is used to make
connections for students between one day to the next. It also
allows them to reflect on their experiences and enhance their
knowledge on a deeper level each day.
Assessment- There is daily assessment in each lesson as well as
homework to assess the skills learned each day. Students are
able to reflect and self-assess their own learning and comfort
with all content material. There are choiceboards that address all
types of learning as well.

Technology- Technology is used in projectables, brain pop videos,

youtube videos, listening to songs, and recording learned
information.

1995 Assessment Standard

The Mathematics Standard- My assessment assesses their self
perceived knowledge, their hands-on measuring ability, their
computation and conversion ability, their vocabulary, as well as
their understanding of the materials and tools we taught. All of
these parts are important part of their mathematical
understanding of measurement in the world.
The Learning Standard- My assessment is not just a boring pencil
and paper test, but it allows students to 1)choose their interest
and learning styles; 2) encourages them to continue to interact
with their new knowledge and apply it to real life. The hands-on
assessments are engaging for children and the materialsassessment allows them to be creative and think about the
materials in expanded ways.
The equity standard- My assessment takes all types of learning
styles into account, as is reflected in the assessment
choiceboard. Children are able to show mastery of the objectives
in a way that is comfortable and engaging for them. All children
have access to all necessary materials to complete the tasks, as
they are all community supplies in the classroom.
The openness standard- the assessment can be shared amongst
team members, administration, and certainly parents. A rubric
would be sent home to be signed by parents so they can also
understand their childs strengths and weaknesses in order to
provide necessary support.
The inferences standard- Teacher observations are a way to
infer how the children are progressing. They are based on
evidence as seen in class, homework, in-person during
teacher/student conferences, and in casual conversation.
The coherence standard- My assessments are aligned with
standards and the specific objectives taught in each lesson.
Along the way, each specific skill is assessed in order to make
sure the child understand the root concept in order to build upon
the next concept. The assessments are interesting, honest,
consistent with curriculum, and built to my students interests
and ability.