Lesson Plan Model

1

Lesson Title/#: Hunt that Number (Scavenger hunt measuring game)

Grade Level: 2nd grade
Learning Central Focus
Central Focus
What is the central focus for the
content in the learning segment?

The central focus is: Student(s) will measure objects of different lengths using the same measuring tool,
compare the lengths, and record the difference between the lengths.
Content Standard
What standard(s) are most
relevant to the learning goals?

Math. 2. MD.4. Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.
Student Learning Goal(s)/
Objective(s)
Skills/procedures
What are the specific learning
goal(s) for student in this lesson?

Concepts and
reasoning/problem
solving/thinking/strategies
2

What are the specific learning
goal(s) for students in this lesson?

Student(s) will understand how to measure lengths.
Student(s) will be able to use a measuring tool to measure the length of the items listed on Hunting Numbers
worksheet.
Student(s) will be able to measure in inches and centimeters.
Student(s) will be able to work cooperatively in groups of 2-3.
Student(s) will be able to use real world applications with measurement.
Students must complete 80% of the worksheet with 80% accuracy.
Prior Academic
Knowledge and
Conceptions
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson?

What prior knowledge and/or
gaps in knowledge do these
students have that are necessary
Student(s) must have experience in measuring.
Student(s) must have experience in using measuring tools.
Student(s) must have concepts of inches and centimeters.
Student(s) must understand terms such as length width height.

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The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare
candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
2
The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the Making Good Choices resource for subject
specific components.


to support the learning of the
skills and concepts for this lesson?



Instructional Strategies and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
___5-10__ Minutes

How will you start
the lesson to engage
and motivate
students in learning?

Students will be prompted with questions that relate to measuring unit such as What is an inch? What is a centimeter?
What are ways you can measure objects? Students will then be asked whether they have played scavenger hunting
games. Students will then be introduced to activity Hunt that Number and will be assigned a group to measure various
objects in the classroom using centimeters and inches.
Instruction
___5-10___
Minutes

What will you do to
engage students in
developing
understanding of the
lesson objective(s)?

How will you link
the new content
(skills and concepts)
to students prior
academic learning
and their
personal/cultural
and community
assets?

What will you say
and do? What
questions will you
ask?

How will you engage
students to help
them understand the
concepts?


Instructor(s) will introduce Hunting Number activity by a demonstration (will measure an item listed on worksheet, in
both units of measurement). Instructor will use terminology, such as inch(es) centimeter(s) width length height
measuring tool. Instructor(s) will also ask question(s) to engage prior knowledge such as, Which side is inches?
Which side is centimeters? Student(s) will be asked what kind of objects in the classroom can be measured outside of
classroom.

Students will then be allowed to split into their groups to begin activity (Hunting Numbers).









What will students
do?

How will you
determine if
students are meeting
the intended
learning objectives?




Structured
Practice and
Application
___10-15____
Minutes

How will you give
students the
opportunity to
practice so you can
provide feedback?

How will students
apply what they
have learned?

How will you
determine if
students are meeting
the intended
learning objectives?

Students will be engaged in learning the material by participating in a measuring scavenger hunt in groups of 2-3.
Students will be required to measure various objects using both inches and centimeters using a measure tape. Students
must complete 80% of the worksheet with 80% accuracy.

Closure
___5___ Minutes

How will you end the
lesson?
Instructor will review over measurement concepts (inches, centimeters, width, height, length). Instructor will ask groups
to compare answers.
Differentiation/
Planned
Support

Whole Class:
Instructor(s) will begin class in whole, and end in whole. Instructor will begin the lesson by explaining and demonstrating
the activity. Instructor will end the lesson by gathering the groups together as a whole to compare and contrast answers.



How will you
provide students
access to learning
based on individual
and group needs?

How will you
support students
with gaps in the
prior knowledge that
is necessary to be
successful in this
lesson?



Groups of students with similar needs:
Instructor will monitor students in their groups and scaffold learning by asking questions that pertain to worksheet such
as What is the measurement of the teachers desk in inches?



Individual students:
Not applicable students will be working in groups and will receive assistance by instructor and their peers


Students with IEPs or 504 plans:
Instructor will require student to complete 70% of assignment and will provide assistance





Student
Interactions

How will you
structure
opportunities for
students to work
with partners or in
groups? What
criteria will you use
when forming
groups?

Student(s) will be split into groups of 2-3. They must be able to work cooperatively to complete their individual
worksheets. When forming groups, instructor(s) will count them off 1-2-3; if there are not enough students within a
group, instructor(s) will assist group.
Theoretical
Principles
and/or
Research
Based Best
Practices
This lesson is appropriate for the age group because it is scaffolding upon prior knowledge: how to apply measurement to
real world situations/items/objects.



Why are the learning
tasks for this lesson
appropriate for your
students?

Materials

What materials does
the teacher need for
this lesson?

What materials do
the students need
for this lesson?

Materials needed:
Measuring tape (21)
Hunting Numbers worksheet (21)

Academic Language Demand(s):
What language function do you
want students to develop in this
lesson? What must students
understand in order to be
intellectually engaged in the
lesson?
Students must be able measurement terms and their meaning to successfully complete this activity
What content specific terms
(vocabulary) do students need to
support learning of the learning
objective for this lesson

The content specific terms students need to support learning from the lesson are inches, centimeters, width,
length, and height.
What specific way(s) will students
need to use language (reading,
writing, listening and/or
speaking) to participate in
learning tasks and demonstrate
their learning for this lesson?

Students will use measurement vocabulary (inches, centimeter, width, length, and height) while communicating
with their peers in their groups. Students must also use vocabulary while in discussion as a whole class.
What are your students abilities
with regard to the oral and written
language associated with this
lesson?

Students have already been introduced to the required vocabulary. Students also have experience writing the
vocabulary. This activity will be a review and reflection for students.


How will you support students so
Instructor will be monitoring the groups. If students are not using proper terminology, instructor will prompt


they can understand and use the
language associated with the
language function and other
demands in meeting the learning
objectives of the lesson?

and ask students to use the proper measuring vocabulary.

Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment
(Informal or Formal)

Description of assessment
(formative or summative)
Modifications to the assessment so
that all students could demonstrate
their learning.
Evaluation Criteria - What evidence of
student learning (related to the learning
objectives and central focus) does the
assessment provide?
Formal

Formative Students will complete 80% of
worksheet with 80% accuracy.
Students will complete 70% of
worksheet with 80% accuracy.
Instructor will be able to determine whether
students have used measurement vocabulary
appropriately.
Instructor will be able to determine whether
students have used measuring tools
appropriately.
Instructor will be able to determine whether
students grasp measuring concept (inches
and centimeters) correctly.



















Document adapted for original design by Deborah Layzell, Illinois State University