November 20, 2019 Wenzel

Measuring the Classroom

Grade: 2 Subject: Math Unit: Measuring the Classroom Lesson Duration: 60 min

Lesson Goals:

1. Make sure to spend time with every group pairing while they are measuring to engage in
discussion and feedback.
2. Guide the discussion in the Math Congress to make sure it stays constructive, positive, and safe
for the students to share. (Stress importance of Math Congress)
3. Make sure to be aware of time management, so we have enough time to complete all the tasks.

Overview of lesson (10:45 am-11:45 am)

After being introduced to their “Strips of 10”, the students will put them together to create a strip of 50. We will
discuss possible strategies to use while measuring, then as a class we will go over the 6 objects in the classroom
we will be measuring. They will then get into their collaborative partner groups that are pre-assigned and work
together to measure those objects. Once their group work is completed, the pairs will grab an “Open Number
Line” sheet to work on independently. Once they are done with their open number line sheet, the partners will get
back together to discuss strategies they used to complete their number lines. After the open number lines are
completed and the partners have gotten back together, we will have our first Math Congress where the students
will share, discuss and critically think about which strategies they used.

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
d. manage information: access, interpret, evaluate and use information effectively, efficiently and
ethically;
e. innovates: create, generate and apply new ideas or concepts;
f. creates opportunities through play, imagination, reflection, negotiation, and competition, with

an entrepreneurial spirit

Alberta Program of Study

Math
SLO/SLE
GLO /GLE 4. Measure lengths to the nearest nonstandard
Shape and Space (Measurement) unit by:

Use direct and indirect measurement to solve problems.  Using multiple copies of a unit
 Using a single copy of a unit (iteration process)
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Critical Questions
Unit Inquiry Question:
Math
 How can we measure objects?
 What are some tools we can use to measure?
 Based on strategies we have used to measure in the past, which method will be the easiest?

Lesson Guiding Questions

Lesson Guiding Questions:

Math
 Have you ever measured anything before?
 What are some measurements you have heard before?
 What are some ways we have tried measuring in class already?
 Who remembers some of our measuring/counting strategies we could use?

Learning Objectives

I can …
 measure objects using a non-standard unit of measurement (Strips of 10)
 apply skip counting by 2, 5, or 10 to make counting easier and faster

Learning Resources Consulted

Resource #1: Measuring for the Art Show: Addition on the Open Number Line by Catherine Twomey
Fosnot. This was used to retrieve the non-standard unit of measurement “Strips of 10” from Appendix
C.

Resource #2: Math Trailblazers Open Number Line Worksheet. I used this site to retrieve the open
number line work sheet for the students to use after they have completed all their measuring of objects
in the classroom. http://khmtb4.com/teacher/grade2/unit14/lesson1/develop2.jsp

Materials and Equipment

 Open Number Line Worksheet
 Measurement Recording Sheet
 Strips of 10 (non-standard unit of measurement) 5 per student
 Glue or Tape
 Pencil
 Eraser
 Pre-Assigned Partner Envelopes
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 Organizer Cups

Lesson Procedure
Introduction (15 min):
Hook / Attention Grabber – So who over the last few days has really enjoyed taking the measuring blocks to
measure things around the classroom like the carpet (Monday) and the smartboard (Tuesday)?
*Note: Over the last 2 classes when we have used measuring blocks, the students have been really engaged
working together as a community to measure large object in the classroom. This lesson will build on that.
Expectations for Learning and Behavior – - The expectations for Learning and Behavior for this lesson are as
follows:
 Try your best
 Stay on task
 Respect your classmates
o raise your hand for permission to speak
o be aware of other’s personal bubble
o Noise Level
 Use supplies and time wisely
 Get help when needed

Transition to Body – To Transition to the math lesson the students will be asked to following questions to
activate prior knowledge of Measuring;
 How can we measure objects?
 What are some tools we can use to measure?
 What are some ways we have tried measuring in class already?
 Who remembers some of our measuring/counting strategies we could use?

-The students will then be introduced to their 5 “Strips of 10” and will be instructed to tape/glue them
together creating a strip of 50.
 I will ask the class what these strips remind them of, which will hopefully engage their prior knowledge of
the measuring blocks we have been using in class in prior classes. (This will initiate the thought process
of how they will count with them.
 While the students work on putting their strips together, I will pass out the recording worksheet
 Turn to your elbow partner and talk about some of our counting strategies that we could use with this
“Strips of 10”, then I will call on a few students with their hands raised who want to share their strategies.
-Once the class discussion ends the student’s attention will be brought to the front of the room so they can see
the 6 objects in the classroom that they will be measuring. The objects will also be numbered with sticky notes
correlating to where the measurements should be recorded on the measurement recording sheet.
 Back Shelf (Where Chrome Books are)
 White Cubby in middle of the classroom (Top)
 Table (Any of the 5 tables the students usually sit at)
 Teacher’s Desk (Front)
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 Filing Cabinet (Top)

 Blue Carpet
-Then we will go over the 6 objects again as a class to reiterate what they all should be measuring.
-The students will then be instructed that they will be doing this in partners
 Their envelopes have the name of their partner in it (Just an engaging way to assign partners)
 There can only be 2 groups at one object at a time.
 When the students/partners have completed all their measurements they will come grab an open number
line worksheet and record their measurements from 0 to (Number Measured) on the number line
(individually)
 When they finish individually, they can get back with their partner to share their ideas and results.

Body (40 min.)

Steps and Procedures
Measuring the Objects (25 min)
 Students will be instructed to open their envelopes and
find their partner. (There will be no switching, as partners
are strategically put together to combat
strengths/weaknesses and partners who don’t work
well/get off task easily)
 While the students are measuring, I will continuously be
going around the classroom from group to group giving
encouraging feedback as well engaging in questions with
them:
- Explain to me what you are thinking?
- How did you count?
- What strategies did you use?
- How did you measure?
- Did the answer you got make sense?
- Did you and your partner discuss how you would
measure or what strategy you would use?
 When the partners are done measuring, they will grab an
open number line sheet to use independently
 Here they will use their measurements from the objects
around the classroom and apply them to their open
number line.
 If students get done early, they can pick up a blank
recording sheet to measure other objects in the
classroom independently while the others finish.
Math Congress (15 min)
 Once everyone has completed their measurements and
open number line, I will call them all back to their seats
using “Hey Yo” (My attention grabber)
Identify Teaching Strategies:
Direct instruction as well as whole class
discussion will be used to introduce the
lesson as itself. Whole class discussion will
also be utilized to check for prior knowledge
of measuring with blocks and strategies to
measure. We will also use direct instruction to
introduce the “Strips of 10” as well as class
discussion to ask the students how they will
be used.
Collaboration with partners will be used for
measuring the objects in the classroom
together, as discussion increases brain
activity by 40%!
Independent work on the open number
lines that will transition back to collaborative
partners to collaborate on how one another
used their open number line.
The Math Congress will use Class/Group
discussion to allow the students to share and
explain how they utilized their “Strips of 10” to
get their measurements. They can also they
discuss the strategies they used to get those
measurements. If the students struggle to
share their strategies, the teacher can help
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 Then I will tell the students that “Today we are going to prompt them with questions to further
have our first math congress”. discussion.
 Real mathematicians get together every year and
present their math to their peers.
 They present their math to their peers so their
peers/friends can tell them if they’ve missed something
or didn’t finished their adding, or if they made a mistake.
 Now you can imagine that such an event must be a safe
place for people to come and share their math and
receive feedback that might be about their mistakes or
errors. So today in our math congress we need to make
sure our environment is safe for all. Our comments must
be kind, helpful and specific to help each other improve
on their math. Today we are going to discuss the
counting strategies we used to do our measurements.
 Based on time available, we will wrap the congress up
with roughly 5 minutes left.

Assessments

Formative:
 While the students are measuring, the teacher will continuously be going around the classroom from
group to group giving encouraging feedback as well engaging in questions with them:
- Explain to me what you are thinking?
- How did you count?
- What strategies did you use?
- How did you measure?
- Did the answer you got make sense?
- Did you and your partner discuss how you would measure or what strategy you would use?
 During the walk through of the students measuring in combination with the Math Congress; the teacher
will also be assessing what methods the students are using, what objects or methods are giving the
students issues, and how the students are working collaboratively with their partners.

Summative Assessment: Summative assessment will not be utilized for this activity as this lesson is more
focused on the students actively measuring and critically thinking which measuring strategies to use. The
students have not yet had the opportunity to master the skills being taught and practiced. Skills being taught in
the lesson will likewise be assessed in the final project for the unit.

Differentiation
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The students will be presented with information of the lesson verbally. This lesson builds on the non-standard
unit measuring we have been doing with the “Measuring Cubes/Blocks” that the students have been doing for
the past couple days. Based on prior teacher assessment, all 20 students have shown competence that they all
have the ability to measure using this method. Group pairings have also been strategically constructed to help
students who may struggle more with this task.

For students who complete all the measuring and recording on the open number line early, they will have the
opportunity to grab a blank measuring sheet so they can go measure objects in the class. (Done Independently)

Consolidating and Closure (5 min)

Transition to Next Lesson(s): Following the completion of the Math Congress, students will clean up
their areas, hand in all their worksheets, and go to their seats and Mrs. Smith will take over as me and
Mr. Rempel leave.

Feedback from Students on Learning:

Reflective Notes
November 20, 2019 Wenzel