Teacher Candidate Mr.

Dan Gallagher
Name:
Grade Level: 2nd Grade
Subject: Mathematics
Date:

Millicent Atkins School of Education: Common

Lesson Plan Template

PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

-Measure and estimate lengths in standard units.

CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.2.MD.A.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.
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing
the length difference in terms of a standard length unit.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

- Students will be able to measure objects correctly using a ruler and yard
stick and know which instrument of measurement is appropriate to use
when measuring certain items.
- Students will be able to measure objects using inches, feet, and yards
and convert one unit of measurement to another.

Describe how the objective is relevant to students lives.

- It will be important for students to be able to measure items properly when

measuring any object. Students should also be able to relate lengths of
objects by looking at their measurement in inches, feet, and yards. Finally, if
students are given a measurement in feet and need to convert it to another
basic unit of measurement, they will be able to do so.
List the words relevant to the content area that you will either introduce
and/or review during your lesson.

- Words relevant to this lesson include the following: inches, feet, yards, longer,
shorter, ruler, yardstick, length, convert, and compare.

List the materials you will need to teach the lesson.

- For this lesson, I will need my pre-assessment and post-assessment

worksheet, the promethean board to display the lesson, a laptop or desktop,
up to ten rulers and ten yardsticks, various classrooms to measure, and the
math basil.

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

- I will use a fifteen question worksheet that will be administered three

school days prior to me presenting my lesson. This worksheet will test
students knowledge on the tools used for measuring, the different
units of measurements, and whether students can convert inches to
feet, feet to yards, and inches to yards.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)

Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-

assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
- The pre-assessment will be administered as the students morning worksheet
on Thursday, April 13, five days prior to the lesson.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Insert an image of your table/chart/graph

Pre-Assessment Data
80

70

60

50

40

30

20

10

0
0 2 4 6 8 10 12 14 16 18 20

here.
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

- The results of the pre-assessment show me that I will have to review yards
and how to measure them before I move onto converting inches to feet, feet
to yards, etc. Overall, the pre-assessment went pretty much as I planned. For
the post-assessment, I will divide questions that have two or more questions
into separate questions. Over three-fourths of the class failed to answer the
second and third parts of multiple questions.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.
 Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

- The technology required to complete this lesson include the Promethean

Board and a laptop or desktop computer.

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

- I have a student who has trouble seeing. To accommodate this need, I will
have the student in the front of the class near the Promethean Board so that
he has the best view of the board. I will also type my note and worksheets in
large font so that it is easy to read.
- This same student along with two others have trouble focusing on the task at
hand and paying attention throughout a lesson. To help limit this issue in the
best way that I can, I will have many opportunities in the lesson where the
students who are attentive and on task will be allowed to come up to the
interactive white board to help solve some of the equations or place items in
the right category. I will also have at least one opportunity for the students to
get up and move around from their desks to measure different classroom
objects. This will keep the students up and moving and now clammed down in
their desks for forty minutes straight. They will also be working with a group
during this time. The group should hold everyone accountable and keep
everyone on task throughout the different activities.
 MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

- Throughout the lesson, except during times where I need to stay at the Board,
I will walk around the classroom to answer questions and redirect off task or
inappropriate behavior.
- As a way to motivate the students in the classroom, I will begin the lesson by
announcing to the class that only those who are attentive and on task will be
allowed to come up to the interactive white board to answer questions, fill in
blanks, and help lead the lesson.
- To keep students on task and ensure they are attentive, I will at random times
quietly say, put a thumb up if you can tell me what I just said. If there is
someone whos thumb is in the air or someone I noticed has been off task at
his/her desk, I may ask them to repeat what I just said or say what a good job
the person sitting next to them is doing at listening and participating in the
lesson.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
- To activate student interest in the lesson, I will call on students to tell the class
how tall they are. After having called on five or six students, Im going to ask
different students to tell me how tall they are in inches. I will give about five
seconds for students to respond and, assuming they wont be able to give the
correct height in inches, I will show pictures of a football field and ask how
long a football field is. I will then ask them how long the field is in feet, inches.
I will then ask those who are interested in baseball if they can tell me how
long their field is in yards. This will get the students thinking and excited,
especially those who are interested in and passionate about sports. After
 going through these exercises, I will explain to the students that by the end of
this lesson, they should all be able to tell me how tall they are in inches by
converting inches to feet and vice versa or how long a football field is in feet
by converting yards to feet. (Find a way to tell students that if they know how
to convert their height in feet to inches, they can make themselves sound
taller).

Describe how you will communicate (to students) how the objective is
relevant to their lives.
- I will communicate to the students that the objective is relevant to their lives
because they may only know the length of something in feet but they need to
tell someone how long the object is in inches. If they know how to convert
inches to feet, feet to yards, and even inches to yards, they will be able to tell
others how long something is in a different measurement. (Find a way to tell
students that if they know how to convert their height in feet to inches, they
can make themselves sound taller).

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
- I will be using explicit instruction to model/explain the lesson.
- (Procedure)
- First, because this is a video recorded lesson, I will give the students three
seconds to wave at the camera and afterwards, focus all of their attention on
me and the lesson.
- Following the anticipatory set, I will announce to the class that this lesson is
related to the morning worksheet they completed the previous week and will
explain the objective to the class.
- In my PowerPoint/Active Studio presentation, I will review what an inch, foot,
and yard are and what is used to measure the three units of measurement.
This is also where I will give examples and non-examples of how to convert
from one basic measurement to another, how to determine whether an item is
longer or shorter than another when the items are measured in different units.

Describe how you will check for students understanding before moving on
to guided practice.
- Before moving onto any guided practice, I will repeatedly ask for students to
put a thumb up if they understand the concept (normally after every example
I provide). I will call on students to repeat what I just said or went over to
check for attentiveness and so that they have extra practice with the lesson. I
will review with the students, having them tell me how many inches are in a
foot, how many feet are in a yard, and how many inches are in a yard. I will
show another conversion problem (in the attachment) and have the students
work through it together with me. If they struggle to understand how to
convert inches to feet/yards, struggle with which measuring tool to use for
 different objects and areas, or have trouble determining which object is longer
when given in different measurements, I will continue to give explicit
instruction. If the students begin to raise their hands and are eager to help
solve the problem, I will know its time to move onto guided practice.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).
- For the We Do section of the lesson, students will be invited up to the
Promethean Board to fill in blanks and arrange items into different categories
based on whether it would be easiest to measure them with a ruler or a yard
stick. The fill in the blank sections on the Promethean Board will consist of the
students converting one form of measurement to another. The answers the
students write in the blank will either be the correct number of inches, feet, or
yards the first measurement is converted to, say whether an object is longer
or shorter, or which unit of measurement the converted number represents.
Several examples of each will be included in the presentation on the
Promethean Board. When one student is at the board solving the problem for
the class, I will instruct the remainder of the class to solve the problem at
their desk. As the student at the board is solving the problem, I will walk
around the class to see if the other students are getting the correct answer.

Describe how you will check for students understanding before moving on to independent
practice.
- I will check for student understanding by assessing their knowledge of the
subject at hand as they come up to the Promethean Board by whether they
got the question right or wrong or whether they completed the proper steps
and used logical reasoning to finding the right answer. As the class tries to
find the correct answer for the question on the board, I will be able to assess
their understanding as well by asking if anyone in the class got an answer
different than the one of the board, and going step by step with them to see if
there was a step they missed or simply did the math wrong.

You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)
- There will be two different opportunities for independent and group practice.
The first is that, immediately following the Promethean Board presentation,
students will be given a worksheet that gives them the length of something in
the classroom. At their pods, students will use the knowledge they have just
gained to convert the item into a different measurement. After the groups
finish the worksheet, they will find the items in the classroom and measure
them using either a ruler or a yard stick to ensure they reached the correct
results. The second opportunity for independent practice will be the post
 assessment worksheet which will be given out as homework or as the classs
morning worksheet for the next day.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
- Before the students leave for recess, I will question the students to name
items that they would measure using a ruler or yard stick, and what certain
items or people are more than likely to be measured by (inches, feet, or
yards). As the students leave for recess at the conclusion of the lesson,
students will be required to complete an exit slip with the question, If a
football field is 100 yards, how many feet are there in a football field?

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
 Post-Assessment Chart
120

100

80

60

40

20

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Description:
- This graph shows the comparison between the scores of the pre-assessment
(in blue) and the post-assessment (in orange). As the chart shows, there was a
significant rise in scores for students in the post assessment following the
lesson. The average score from the pre-assessment was 47.7% and the
average score from the post assessment was 68.5%. From the pre-assessment
to the post assessment, the class score improved just over 20%.
- Factors that may have influenced the post assessment were my teaching
strategies and how much help I gave to students as they completed the post
assessment vs. the pre-assessment. I didnt give any help on the pre-
assessment but gave guided help and wrote a conversion key on the
whiteboard for students to use as they completed their post assessments.
- The post assessment showed me that if I were to teach this lesson again, I
would want to think about breaking it up into two or three separate lessons,
separating converting inches to feet in one lesson, feet to yards in another,
and inches to yards in a third lesson. I also feel like, because they are only
second graders, I should have kept the questions less complex and only go
from feet to inches rather than inches to feet. That seemed to confuse a lot of
the students.
 REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
- One thing I felt I did well in implementing this lesson is I kept the class
attentive and on task, always making sure they knew what they were
supposed to do. Overall, I felt like classroom management was the best aspect
of my lesson. Another thing I thought went well was the amount of examples I
gave for in the I Do and We Do section of the lesson plan. In the I Do section, I
gave roughly 10 examples. In the We Do section, I gave between 6-8
examples. This gave the students plenty of opportunity for practice before
working independently.

List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.
- I felt like the content I taught was a bit too challenging for second graders. It
was tough determining how much I should include in the lesson while still
giving the students plenty of opportunities for practice. Another challenge
during the lesson was trying to walk around the room while one student was
at the interactive white board solving a problem to ensure the remainder of
the class were also working on the problem. This was challenging because the
student at the board was often struggling to solve the problem so Id have to
stay near the board to help the student rather than walk around the class.
List and describe two ideas for redesign you would make if you were to teach this lesson
again.
- One idea if I were to redesign this lesson would be to either break the lesson
up into multiple days, or to teach less complex equations. This was an issue
on the post assessment worksheet.
- Another idea for redesigning this lesson would be to give the class more of an
opportunity to work with rulers and yardsticks. I feel like if they had more of
an opportunity with using these measuring tools, it wouldve helped them
more with converting measurements.

Pre-Assessment
Measurement Worksheet
1 How many inches are in a foot?
 a 10 b. 12 c. 18 d. 22

2 How many feet are in a yard? How many inches are in a yard?

3 If Sammy is 48 inches tall, how many feet tall is she?

4 If the lunch table is 12 feet long, how many yards long is the lunch
table?

5 Circle the name of the item you would measure with a ruler.

a Bed b. Couch c. Water Bottle d. Door

6 Circle the name of the item you would measure with a yardstick.

a Kleenex Box b. Bed c. Notebook d. Stapler

7 60 inches is equal to how many feet?

8 15 feet is equal to how many yards?

9 The hockey stick is 40 inches long. The baseball bat is 3 feet long.
Circle which item is longer?

a Hockey Stick b. Baseball Bat

10 Jacks Room is three yards high. Elsas room is 8 feet high. Whose room
is higher?

11 The diving board is 4 yards high. The pool is 150 inches high. Which is
higher?

12 The first door is 40 inches wide. The second door is 52 inches wide.
How many feet wider is the second door?
 13 The football field is 300 feet long. The baseball field is 270 feet long.
How many yards longer is the football field?

14 How many inches are in 7 feet? How many feet are in 7 yards? How
many inches are in 3 yards?

15 Emily jumped 5 yards. Tyler jumped 144 inches. Who jumped longer?

Post Assessment
Measurement Worksheet
16 How many inches are in a foot?

a 10 b. 12 c. 18 d. 22

17 How many feet are in a yard?

18 If Sammy is 48 inches tall, how many feet tall is she?

19 If the lunch table is 12 feet long, how many yards long is the lunch
table?

20 72 inches is equal to how many feet?

21 15 feet is equal to how many yards?

22 The hockey stick is 40 inches long. The baseball bat is 3 feet long.
Circle which item is longer?
 a Hockey Stick b. Baseball Bat

23 Jacks Room is three yards high. Elsas room is 8 feet high. Whose room
is higher?

24 The diving board is 4 yards high. The pool is 150 inches high. Which is
higher?

25 The first door is 40 inches wide. The second door is 52 inches wide.
How many feet wider is the second door?

26 The football field is 300 feet long. The baseball field is 270 feet long.
How many yards longer is the football field?

27 How many inches are in 7 feet?

28 How many feet are in 7 yards?

29 How many inches are in 3 yards?

30 Emily jumped 5 yards. Tyler jumped 144 inches. Who jumped

longer?

31 (Bonus Question) Joshs bed is 3 yards long and Hannahs bed is 10

feet long. How many INCHES longer is Hannahs bed?
Post Assessment Key
Measurement Worksheet
1. How many inches are in a foot?

a. 10 b. 12 c. 18 d. 22

2. How many feet are in a yard?

- 3 feet

3. If Sammy is 48 inches tall, how many feet tall is she?

- 4 feet tall
4. If the lunch table is 12 feet long, how many yards long is the lunch
table?

- 4 yards

5. 72 inches is equal to how many feet?

- 6 feet
6. 15 feet is equal to how many yards?

- 3 yards
7. The hockey stick is 40 inches long. The baseball bat is 3 feet long.
Circle which item is longer?

a. Hockey Stick b. Baseball Bat

8. Jacks Room is three yards high. Elsas room is 8 feet high. Whose room
is higher?

- Jacks Room

9. The diving board is 4 yards high. The pool is 150 inches high. Which is
higher?
- The pool

10. The first door is 40 inches wide. The second door is 52 inches
wide. How many feet wider is the second door?
- 1 foot
 11. The football field is 300 feet long. The baseball field is 270 feet
long. How many yards longer is the football field?

- 10

12. How many inches are in 7 feet?

- 84

13. How many feet are in 7 yards?

- 21

14. How many inches are in 3 yards?

- 108 inches

15. Emily jumped 5 yards. Tyler jumped 144 inches. Who jumped
longer?
- Emily

16. (Added Bonus Question for Post Assessment) Joshs bed is 3

yards long and Hannahs bed is 10 feet long. How many INCHES longer
is Hannahs bed?
- 12 inches