nd

2 grade
Measurement

Michaela Charfauros
 Stage #1: Identify Desired Results

Audience Analysis
I am a second grade teacher at ABC Elementary. ABC Elementary is
a public school in a suburban community. My class consists of 29
students16 girls and 13 boys. Within my class, 17 students are where they
need to be for their grade level. In reading, eight students are above
grade level, and the rest are below grade level. Of the four students below
grade level, only two are significantly behind. In math, a good majority of
my class is where they need to be, but five are below grade level. These
students get additional help from other resource teachers. Four of my
students have been diagnosed with ADHD and are on medication. In
addition, three of my students speak English as their second language. A
good majority of my class comes from middle-class families.
The students desks are arranged in groups of three, minus the
exception where two groups have four desks. This allows the students to
contribute to group discussions with their desk-mates at the appropriate
times.

Established Goals
Michigan K-12 Standards: Mathematics
Measurement and Data 2.MD
Measure and estimate lengths in standard units

1. Measure the length of an object by selecting and using appropriate

tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2. Measure the length of an object twice, using the length units of
different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.
4. Measure to determine how much longer one object is than another,
expressing the length difference in terms of a standard length unit.

Big Idea
Measurement
 Prerequisite Knowledge and Skill
Students will already be able to
o Count to 100. o Compare numbers.

Enduring Understandings
The students will understand that
o The appropriate tool can measure different characteristics of
objects.
o Any measureable aspect of an object can be measured in different
units.
o Measurements need the same unit of measure in order to be
compared.
o Measurement can be used for various purposes, such as solving
problems.

Essential Questions
Explanation:
o How does what I measure influence how we measure?

Application:
o What problems can we solve by comparing measurements?
o What purpose does measurement have in the world?

Key Knowledge and Skills Objective

Students will be able to
o Name different units of measurement.
o Recognize the difference between a ruler, yardstick, meter stick,
and measuring tape.
o Measure accurately.
o Pick appropriate tools to measure length.
o Identify and record the correct length of an object including units.
o Compare measurements.
o Compare units.
o Solve realistic problems using measurement.
 Stage #2: Determine Acceptable Evidence

Assessment Summary
Key Knowledge and Skills Objective
Students will be able to
o Name different units of measurement. (Objective test)
o Recognize the difference between a ruler, yardstick, meter stick,
and measuring tape. (Objective test)
o Measure accurately. (Performance assessment & objective test)
o Pick appropriate tools to measure length. (Objective test)
o Identify and record the correct length of an object including the
correct unit. (Performance assessment & objective test)
o Compare measurements. (Objective test)
o Compare units. (Objective test)
o Solve realistic problems using measurement (Performance
assessment)

Pre-assessment
In order to pre-assess the knowledge and skills of my students, I
would have them take a pre-test. This pre-test would have questions similar
in nature to the questions on the objective written test that will come at
the end of the unit. There will be at least one question that will match
each of the objectives for this unit. I also would include questions that would
cover prerequisite information needed to successfully complete this unit,
and a few challenging questions as well.
Once my students take this pre-test, I then can see where it is
necessary to start this unit. It may be the case that we need to go back
and review previous content, and then move on to start this unit. Or, it
could be the case that we could quickly review the simpler parts of this
unit and then head to what comes next. Also, if my students are more
ahead that I thought, I could make the performance assessment and/or
objective test more of a challenge for them. It all depends on the results
of this pre-test.
 Written Test
The test I have created for this unit is an objective test that
covers all objectives except objective number eight. There is a mix of
multiple-choice and application questions. In order to grade this test, I will
give points for each correct answer. The last question on the test will be
worth a little bit more than the rest because there are 3 parts to it.

Performance Assessment
The performance assessment for this unit asks the students to go
on a measurement hunt around the classroom to look for different items
that will fit into various sized boxes. They also have to measure the items
correctly and record the measurement. I chose this as my performance
assessment because it measures the higher-level objectives of the unit,
that students will be able to measure accurately (#3), identify and record
the correct length of an object including the correct unit (#5), and solve
realistic problems using measurement (#8). This performance assessment
will take about 1 class period long to complete (about 50 minutes).
Materials Needed (all provided):
Objects already present in
the classroom
Ruler
Measuring tape
Meter Stick
Scissors
Tape
Treasure box
Pencil box
Jewelry box
Worksheet
Cut-out box template
 Scoring Tool
I have designed a scoring tool in the form of a rubric. I chose to use
a rubric to evaluate my performance assessment because I wanted to
break it down into each objective that I was measuring. The descriptors will
help me analyze each students performance and understanding of the
measured objectives. I know that the rubric is valid because it only
measures objectives from the unit, and nothing arbitrary is measured.

Self-Assessment
The self-assessment I have created for this unit is a checklist for
the students to go over once they think they have completed the
performance assessment assignment. It goes through all the components
they would have had to complete in order to be considered done. The
purpose of the checklist is for my students to check their own work
before I have the chance to. This allows them to make sure that they have
all the elements I am looking for in order to consider it complete. I think
that this self-assessment helps the students accept the responsibility of
finishing their work to the best of their ability. This self-assessment could
motivate students to do their best work because they know they will not
be done until they meet the requirements of this checklist. By using this
self-assessment, it is helping me create active learners in the classroom.

Formative Assessment
One way I could formatively assess my students could be through the
use of whiteboards when we are completing something as a class, like
reviewing. This will allow me to quickly scan the room for the right answers,
or looks of puzzlement. Giving out non-graded mini-quizzes can also be a
method of formative assessment. After checking these quizzes, I can see
what, if any, parts of the instruction is still not understood by the
majority of my students. Another simple way to embed formative
assessment within my instruction is to ask for thumbs up or thumbs down
signals during class discussion to represent how comfortable they feel on
any given area. Using any of these techniques allows me to see if my
instruction is going the way that I had originally planned it to. If there is a
general confusion, or ambiguity of understanding, then I know that
something needs to change. I will have to come up with a different
approach to my instruction in order for my students to grasp the
content and really understand it. This also allows me to see if there are
students who are ahead of the rest of the class and will need to be
challenged. This data will help me differentiate my instruction to benefit
them as well.
Name: #:

Measurement Unit Test

1. Put the objects in order from shortest to longest.
fork, refrigerator, backpack
A. backpack, refrigerator, fork
B. fork, backpack, refrigerator
C. refrigerator, fork, backpack

2. Would you use inches, feet, or yards to measure this item

in real life?
A. Inches
B. Feet
C. Yards

3. Circle all of the units that could be used to measure length.

A. Inches C. Meters E. Pounds
B. Yards D. Centimeters F. Feet

From the word bank below, choose the best tool to measure each
object. You may use the words more than once if needed.

A. ruler B. meterstick C. measuring tape

4. Remote 6. Smart board

5. Wall 7. Cell phone
Measure the train to nearest centimeter and inch.

8. centimeters 9. Inches

10. (3 parts) Measure and record the length of each object. Dont
forget your units!

Pencil: Crayon:

Which item is longer?

Name: Key #:

Measurement Unit Test

1. B Put the objects in order from shortest to longest.
fork, refrigerator, backpack
D. backpack, refrigerator, fork
E. fork, backpack, refrigerator
F. refrigerator, fork, backpack

2. C Would you use inches, feet, or yards to measure this item

in real life?
D. Inches
E. Feet
F. Yards

3. Circle all of the units that could be used to measure length.

G. Inches I. Meters K. Pounds
H. Yards J. Centimeters L. Feet

From the word bank below, choose the best tool to measure each
object. You may use the words more than once if needed.

A. ruler B. meterstick C. measuring tape

4. A Remote 6. B Smart board

5. C Wall 7. A Cell phone
Measure the train to nearest centimeter and inch.

8. 18 centimeters 9. 7 Inches

10. (3 parts) Measure and record the length of each object. Dont
forget your units!

Pencil: 6 inches Crayon: 4 inches

Which item is longer? The pencil is longer

Name: #:
Measurement Hunt
Today we are going on a measurement hunt!! You will search the
room for two items that you think will fit into each type
of box. These items must fit one at a time. Once you have
gathered all of your items, get ready to measure! First,
measure each box. Then, measure and record the actual length
of each object, and check the correct box depending on if the
object actually will fit into the box or not. Dont forget your units!

Happy hunting!
Cut out box:
Will not What did you
Actual Will fit in
Object fit in the use to
Measurement the box
box measure?

Jewelry box:
Will not What did you
Actual Will fit in
Object fit in the use to
Measurement the box
box measure?
Pencil box:
Will not What did you
Actual Will fit in
Object fit in the use to
Measurement the box
box measure?

Treasure box:
Will not What did you
Actual Will fit in
Object fit in the use to
Measurement the box
box measure?

Once you have completed the measurement hunt, think about some
situations that happen in your daily routines that are similar to this. We will
be sharing these with the class.
Student Name:

CATEGORY 4 3 2 1
Units Correct units Correct units Units are used, There is little
#5 are always used, are usually used, but not always use, or a lot of
making it easy making it fairly in the correct inappropriate
to understand easy to way. use, of units.
what measuring understand
tools was used. what measuring
tool was used.
Measuring Tool Uses an Typically, uses an Sometimes uses Rarely uses an
#4 efficient effective an effective effective
measuring tool measuring tool measuring tool, measuring tool
to solve the to solve the but does not do to solve the
problem(s). problem(s). it consistently. problem(s).
Accuracy Measurements Measurements Measurements
#3 are accurate. are sometimes are not
accurate. accurate
Solutions Solutions are Solutions are Solutions are
#8 correct. sometimes not correct.
correct.

Comments:

Total Score: /16

 Student self-Assessment
Is your work complete?
Please fill out this self-assessment before turning in your work to
me. If you answer not yet to any of these questions, you will
need to go back and check your work until you can answer yes!

Name: #:
I collected 2 items that I Yes! Not yet.
thought would fit into each
box.

I measured the objects Yes! Not yet.

correctly.

I filled out every part of the Yes! Not yet.

chart.

I came up with at least one Yes! Not yet.

example of how this activity
relates to any of my daily
routines.
 Stage #3: Planning Teaching and Learning Experiences

IF I want students to be able to THEN I should use activities like

1. Name different units of measurement

a. Units of measurement song on YouTube
b. Units of measurement book
c. Bill Nye measurement video

2. Recognize the difference between a ruler, yardstick, meter stick,

and measuring tape
a. Show actual examples of each measuring tool
b. Matching worksheet with name of the measuring tool to
picture
c. I have 12 incheswhat am I? worksheet
d. I have, who has? game
e. What Measuring Tool Am I? YouTube video

3. Measure accurately
a. Practice using all measuring tools
b. Students jump as far as they can, then measure how far
from starting point
c. Students roll matchbox cars, then measure how far from
starting point
d. Measure Me activitymeasure each other (arms, legs, etc.)

4. Pick appropriate tools to measure length

a. Measuring the basketball court
Start with a ruler, and then ask the class does it make
sense to use a ruler? Then move on to different tolls
and ask the same question until the right tool is used.
b. Measure different objects around the room
c. What to Pick interactive game
5. Identify and record the correct length of an object
a. Measurement hunt
b. Measure Me activity- measure each other (arms, legs, etc.)
c. Measure strings that are different lengths
d. Measure playground items

6. Compare measurements
a. Pick crayons and draw them in order from shortest to
longest, or vice versa
b. Pick about 30 things for the class to help put in order from
shortest to longest
c. Students line up from tallest to shortest
d. Wiggly Worm activity (put worms in order from shortest to
longest)
e. Length of names
f. Planning a Party for an Elephant measuring and comparing
YouTube video

7. Compare units
a. IXL online activity/game on comparing units
b. AAA math online website game/activity on comparing units
c. Read How Tall? Wacky Ways to Compare Height

8. Solve realistic problems using measurement

a. Class discussion about examples & brainstorm
Fitting a desk in your room
Re-doing carpet in school
Building a house
b. Can I bring this on vacation? worksheet
c. Word problems about measurement
d. Read Sams Sneaker Squaresa book about solving problems
with measurement
 Curriculum Map
Students will be able to
1. Name different units of measurement.
2. Recognize the difference between a ruler, yardstick, meter stick,
and measuring tape.
3. Measure accurately.
4. Pick appropriate tools to measure length.
5. Identify and record the correct length of an object including units.
6. Compare measurements.
7. Compare units.
8. Solve realistic problems using measurement.

** Students have already taken a pretest approximately one week before

starting this unit**
Day 1- Objectives #1, 2, 8
1. Introduce measurement of length by discussing WHY we need to
measure various things. Also ask students what types of things we
measure on a daily basis. Write ideas on the board
2. Introduce key vocabulary and reference essential questions that are
posted on a bulletin board as the unit progresses
3. Show actual examples of all measuring tools
4. Bill Nye measurement video
5. Discuss the measuring tools we saw in the video

Day 2-Objective # 1, 2
1. Watch What Measuring Tool Am I? YouTube video
2. Review measuring tools
3. Introduce the characteristics of each measuring tool
4. Introduce units and where to find them on a measuring tool
5. Matching worksheet. Match the name of the measuring tool to the
picture
6. Go over answers on whiteboards (formative assessment)
Day 3-Objectives # 2, 3, 4, 5
1. Review measuring tools by playing I havewho has game
2. Demonstrate how to use each measuring tool on the Elmo
3. Practice using all the measuring tools as a class
4. Measure different items around the room with a partner
5. Exit ticket (self-assessment)

Day 4- Objectives # 2, 3, 4, 5
1. Class discussion
Ask the class do we use the same tools to measure
everything? Why not?
Come up with examples of appropriate times to use certain
measuring tools
2. What measuring tool do I use? Interactive game on the Smart
Board
3. Measure the basketball court
Have students smart measuring with a ruler, then after a
couple minutes ask the class does it make sense to use a
ruler in this situation? Repeat with different tools until you
get to the right tool.

Day 5-Objectives # 3, 4, 5
1. Review and go over any questions
2. Measure Me activity
3. Discuss and share

Day 6- Objectives # 3, 4, 5, 6
1. Measuring and Comparing Planning a party for an Elephant
YouTube video
2. Class discussion
When would we compare measurements?
3. Pick 30 items for class to help put in order from shortest to
longest
4. Discuss afterwards
Day 7- Objective # 7
1. Read How Tall? Wacky Ways to Compare Height & discuss ways he
solved problems with measurement
2. IXL online activity/game on comparing units
3. Discuss and answer any questions

Day 8- Objective # 8
1. Read Sams Sneaker Squaresa book about solving problems with
measurement
2. Discuss various ways that Sam solved the problems he encountered
3. Discuss ways that we use measurement to solve problems
4. Can I Bring this on Vacation? worksheet

Day 9- Objective # 3, 5, 8
1. Measurement Hunt performance assessment

Day 10- Objective # 1, 2, 3, 4, 5, 6, 7, 8

1. Play review bingo
2. Answer any questions

Day 11- Objectives # 1, 2, 3, 4, 5, 6, 7

1. Written test
 2nd Grade Measurement Unit: Day 1Measuring Tools

Enduring Understanding (W):

The appropriate tool can measure different characteristics of
objects.
Measurement can be used for various purposes, such as solving
problems.

Key Knowledge and Skills to be gained (W):

Students will be able to
1. Name different units of measurement.
2. Recognize the difference between a ruler, yardstick, meter stick,
and measuring tape.
3. Solve realistic problems using measurement.

Resources needed (O):

White board and markers Yardstick
(teacher use) Meter stick
Ruler Bill Nye measurement video
Measuring tape

Time required (O): 1 hour Environment (O): Students at

carpet
Hook (H): Ask the class
What purpose does measurement have in the world?
What types of things do we measure on a daily basis?

Procedures:
1. As students are answering the questions above, write their ideas on
the board. (W)
2. Introduce new vocabulary (W)
Length
3. Introduce measuring tools and show real life examples (E)
Ruler
 Measuring tape
Yard stick
Meter stick
4. Watch Bill Nye measurement video (E)
5. Discuss the measuring tools we saw in the video (R)
 2nd Grade Measurement Unit: Day 2Measuring Tools/Units of Length

Enduring Understanding (W):

The appropriate tool can measure different characteristics of
objects.
Any measureable aspect of an object can be measured in different
units.

Key Knowledge and Skills to be gained (W):

Students will be able to
1. Name different units of measurement.
2. Recognize the difference between a ruler, yardstick, meter stick,
and measuring tape.

Resources needed (O):

Ruler Scissors
Measuring tape Glue sticks
Yard stick Matching worksheet
Meter stick Whiteboards
What Measuring Tool Am I? Markers
YouTube video Erasers
Measuring tool/units notes
Math notebooks

Time required (O): 1 hour Environment (O): students at

desks

Hook (H): Watch What Measuring Tool Am I? YouTube video

Procedures:
1. Review the measuring tools we talked about yesterday and that we
saw in the video. (W)
2. Pass out notes about characteristics of each measuring tool and
units of each measuring tool. (O)
3. Get out scissors and glue (O).
4. Cut and paste notes into math notebook. (O)
5. Put supplies away. (O)
6. Go over the characteristics of each measuring tool. (W)
7. Go over the different units of each measuring tool and where to
find them. (W)
8. Pass out matching worksheet. (O)
9. Go over instructions and have students complete the worksheet. (O,
E)
10. Pass out whiteboards, markers, and erasers. (O)
11. Have students show answers to the worksheet on their whiteboards.
(E2)
12. Collect and clean up materials. (O)
 2nd Grade Measurement Unit: Day 3Using Measuring Tools to Measure
Accurately

Enduring Understanding (W):

The appropriate tool can measure different characteristics of
objects.

Key Knowledge and Skills to be gained (W):

Students will be able to
1. Recognize the difference between a ruler, yardstick, meter stick,
and measuring tape.
2. Measure accurately.
3. Pick appropriate tools to measure length.
4. Identify and record the correct length of an object, including units.

Resources needed (O):

Elmo Practice worksheet
Rulers Scissors
Measuring tapes Glue
Yard sticks Math notebooks
Meter sticks Exit tickets

Time required (O): 1 hour

Environment (O): Students at carpet, moving around the room, at desks

Hook (H): Play I have who has game

Procedures:
1. Use the Elmo to demonstrate how to use/read each measuring tool.
(W)
2. Hand out practice worksheet. (O)
3. Hand out measuring tools. (O)
4. Practice measuring with the worksheet as a class. (R)
5. Get out scissors and glue. (O)
6. Cut and paste into math notebook. (O)
7. Put supplies away. (O)
8. Have students pick a measuring tool to start with and go around
the room measuring various items with a partner. (R)
9. Switch measuring tools with partner and repeat. (R)
10. Put measuring tools away. (O)
11. Students go back to desks. (O)
12. Hand out exit tickets. (O)
13. Students complete the exit tickets before getting in line for specials.
(E2)
 Explanation for Understandings

My lesson plans and activities throughout this unit help my students

move towards the enduring understandings. This is accomplished by engaging
the students, writing effective lesson plans, applying the constructivist
learning theory, and making sure the activities and assessments are valid.
As one of the three Es of lesson design, I believe my lessons are
engaging. There are a variety of activities embedded in the lesson to keep
it interesting for the students, such as watching videos, using whiteboards,
and scavenger hunts around the classroom. My students are being active
learners and experimenting with different measuring tools and on their
measurement hunt (performance assessment).
According to the constructivist learning theory, knowledge is best
constructed through experience. Some activities that demonstrate this
are measuring the basketball court, the performance assessment, and
putting items in order according to their length. Students will be working
with others at times, thus creating social interaction that will help them
grow as learners. Lastly, the activities and assessments included in this unit
are authentic. For example, the Measure Me activity is authentic
because they could use the measurements of themselves in real-life
situations, such as buying clothes.
Finally, validity plays a big part in making sure that my students are
on the right path towards the enduring understandings. By checking that
all of the activities and assessments are measuring the objectives of the
unit, the validity of them is ensured. By doing so, this also illustrates
another E of lesson designeffectiveness.