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Math Lesson Plan

This document outlines a lesson plan for a grade 2 class on using non-standard units of measurement. The lesson plan incorporates Universal Design for Learning principles. Students will use everyday objects to compare and measure the length, height, width, and mass of other objects. They will be given choices in the tools and items used for measurement. The lesson involves hands-on activities, opportunities for individual and group work, and using technology like a Smartboard. The goal is for students to gain experience comparing measurements and using descriptive language.

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120 views3 pages

Math Lesson Plan

This document outlines a lesson plan for a grade 2 class on using non-standard units of measurement. The lesson plan incorporates Universal Design for Learning principles. Students will use everyday objects to compare and measure the length, height, width, and mass of other objects. They will be given choices in the tools and items used for measurement. The lesson involves hands-on activities, opportunities for individual and group work, and using technology like a Smartboard. The goal is for students to gain experience comparing measurements and using descriptive language.

Uploaded by

api-283529633
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Crandall University

Grade level: 2
Developped by: Samantha Whidden and Meagan Elderkin

Universal Design for


Learning
Representation
1.1 I preteach critical
concepts through
demonstration and
modeling.
1.1 I change the layout
of visual or other
elements.
1.3 I change the color I
use for information or
emphasis.

1.3 the Smartboard will


be used to give leading
statements that the
students will be able to
finish.
2.1 I preteach
vocabulary and symbols
such that they connect to
students' life experiences
and prior knowledge.
2.1 students will be
given an opportunity to
come back into small
groups and discuss their
findings with their peers
by using comparative
language of their
choosing
2.4 options to promote
understanding will be to
use exaggerated hand
movements when
placing objects on palms.
2.5 I use physical objects
and models to teach
abstract concepts.
3.1 I engage students by

Outcomes

Required Materials,
Tools and Technology
GCO: Shape & Space
(SS): Use direct or Chart
indirect
handout
measurement to solve problems.
Non-standard tools used
for measuring SCO: SS3: Compare and order objects by length,
height, crayons,
pencils,
distance around and mass (weight)
erasers, markers,
using nonstandard units, and make statements of
water bottles, etc.
comparison.
Objects to estimate mass apples, water bottles,
SWBAT (in student friendly terms): Use everydaynotebooks,
objects
lunch cans,
to state comparisons of length, height, width, and
mass
etc.
to other everyday objects.
Smartboard.
Assessment (formative/summative, self/peer)
What prior data is informing your instruction? Special Concerns

a Ensure that students who


Provide students with experiences using a broad
are distractions to one
measurement vocabulary. For example, they should
another
hear and use words such as - heavier, lighter, has
the are in separate
same mass; length, including longer, taller, groups
wider,during the
measuring activity in
etc.
order to keep the
students focus on the
What assessment strategies will measure the learning
task.
from the outcomes?
Actively
a Ask students how they would compare the height of amonitor the class
garbage can to the distance around the top of during activities that
involve a lot of movement
and explain.
and discussion in order to
b Ask students: What unit might you use to measure
the
keep students organized
mass of a watermelon?
and on task.
Have students choose one of two nonstandard units to
measure a particular length/mass and to defend their
choice (e.g., linking cube and a straw to measure the
length of a table).
Differentiation
d Ask students to use several different non standard
units
Movement
with the
to measure the same object. Which wouldgive you
the
childrens hands were
closest measure? How do you know? (e.g., if students
are given paper clips, pencils, and linking cubes,used
theyto target Kinesthetic
learners.
Options to plan
may identify the cubes as being the most accurate
if
were provided for
they fit almost exactly on the item they are measuring.)
Intrapersonal learners.
Group discussion was
included for Interpersonal
learners. Verbal-Linguistic
and Mathematical-Logical
Timeline / Elaboration
tools were used as well.
Before (APK)
The Naturalist learner will
APK activity: I will put leading statements on theenjoy the option of
Smartboard that will get the students thinking about
collecting data outdoors

activating prior
knowledge.
3.2 students will be
given an opportunity to
interact with items
around their environment
to draw comparisons in
measurement.
3.4 I provide templates,
graphic organizers,
concept maps to support
notetaking.
Action and Expression
4.1 I provide
opportunities for working
with materials using
hands.
4.3 options will be
given for students to
navigate within the
classroom, and outside of
the classroom
5.3 I provide
opportunities for review
and practice.
5.3 students will be
given practicing using
words such as lighter,
heavier, taller, shorter,
etc
6.2 options will be
given for students plan
strategies for measuring
objects of interest to
them
6.3 I utilize graphic
organizers and templates
for collecting data and
organizing information.
6.3 I provide students
prompts for categorizing
and systematizing
information.

Engagement
7.1 I give students as
much discretion and
autonomy as possible by
providing choices in such
things as the:
level of perceived

non-standard units of measurement in relation to


asitems
well.
of interest. For example, a statement will be on the
Smartboard that will say the teachers desk is the
same Support
In-Class
length as _______________. The students will be given
time to reflect, and I will randomly select students to
Active monitoring of the
given an answer. An example answer could be 10 of
students is necessary to
my shoes or 8 water bottles laying down.
ensure students stay on
task during the measuring
Statements on Smartboard:
activity. Classroom
support workers will be
A The teachers desk is the same length as
part of actively
__________________.
monitoring.
The table is the same height as ____________________.
The empty garbage can has the same mass as
Help will be used to
____________________.
distribute handouts to
The door is the same width as ____________.
students.
The white board is wider than _______________.
How will you use those
The pencil is heavier than ____________.
who are there to help you,
as well as how you intend
to facilitate the learning of
the individual students.
During
Activity #3: Students will be provided a template in the
Parent volunteers have
form of a chart with items, measuring tools, estimation,
been recruited to ensure
and actual measurement. I will have written instructions
students safely complete
provided on the Smartboard, and I will model the
form if they choose the
assignment myself for the students. I will provide
outdoor option
options for tools of measurement (such as: crayon,
erasers, pencil, etc.) on the form. I will also Provide
options for items for items to measure (ie. Desks,
Cross-curricular
whiteboard, height of chair leg, etc. on the form Connections
as
well).The students will be told that they are not limited
English Language Arts:
to these objects. Students will be asked to do this
sustain one-to-one
assignment individually, and will be given the option
to
conversations
and
work in the classroom, or to go to the outdoor classroom
contribute to smallwith 2 parent volunteers. Students will be given and
15-20
large-group
minutes to go explore their environment and write
down
interactions
comparisons using non-standard units of measurement.
use some features of
written text to
determine content,
Opportunity for individual/small group instruction
locate topics, and
obtain information
predict content using text
Activity #4
information along with
personal knowledge
After
and experiences.
Closure-this could include forms of assessments,
appreciations, exit tickets etc.
Reflection
This is a reflection of all
aspects related to the
completion of this lesson
plan and lesson itself.

challenge
tools used for information
gathering or production
color, design, or
graphics/layouts, etc.
7.2 I vary activities and
sources of information so
that they can be:
a personalized and
contextualized to
students' lives
socially relevant
age and ability appropriate
appropriate for different
racial, cultural, ethnic,
and gender groups.
7.2 I provide tasks that
allow for students to
actively participate,
explore, and experiment.
7.2 options will be given
to enhance relevance for
students as they will be
choosing the items that
are relevant to them
8.1 students will be
given options that will
strengthen the likelihood
of reaching outcomes by
relating measurement to
items of interest to them
8.3 I provide
opportunities for
collaboration.
9.1 students will be
given options that will
promote independence in
setting goals for
themselves (regarding
accuracy in
measurement, and
difficulty in units of
measurement they
choose)
9.3 students will be
given an opportunity to
reflect upon their
findings in a group
setting

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