West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate __Meegan King________ Date____September 2016________
School ____Point Harmony Elementary_____Grade/Subject _2nd Grade Math___
Lesson Topic __Measuring Pumpkins_______
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will:
Measure the length of an object using the appropriate tool.
Measure the length of an object with two different measurements and describe how they

relate to the object.

Estimate the size of an object using inches, centimeters, and feet.
Determine how much longer one object is to another.

WV CSOs
M.2.14
M.2.15
M.2.16
M.2.17

Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
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.
Estimate lengths using units of inches, feet, centimeters, and meters.
Measure to determine how much longer one object is than another, expressing the length
difference in terms of a standard length unit.

NATIONAL STANDARDS
NCTM standard M2: Apply appropriate techniques, tools, and formulas to determine measurements
NCTM standard M1: Understand measurable attributes of objects and the units, systems, and processes
of measurement.
MANAGEMENT FRAMEWORK
Overall Time 36 minute lesson
Time Frame 2 minutes to hand out rulers, worksheets, explain
10 minutes to discuss measurement worksheet and discussion
5 minutes to estimate and measure student
4 minutes to estimate with group and explain relation
5 minutes to measure and record first set of data
10 minutes to switch groups, measure, and distinguish difference of pumpkins
STRATEGIES
Teacher/student led discussion, student/group presentations, independent/group practice, cooperative
groups, discovery learning.
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Higher Level: These students will be given the opportunity to measure each other in feet after mastery of
inches and centimeters.
On Level: These students will work through the activities through mastery will support from peers and
adults as needed.
Below Level: These students will work with their group for peer support and given interventions as needed
while the teacher observes the activities.
PROCEDURES
Introduction/ Lesson Set
To begin the lesson, I will distribute the measurement assessment sheet and the pumpkins to each group.
(Groups will be labeled A, B, C and D)
Body & Transitions

After going over the measurement assessment sheet, as a group the teacher will discuss the
difference between inches, centimeters as needed and how why they relate to certain objects.
One student will be measured in feet as a whole group activity. (The students will estimate how
many feet tall the student is before measuring.)
Each group will collaborate with their members to estimate the size of their pumpkins (using inches,
centimeters) with reasoning for their answer.
The students will be given measuring instruments (rulers with inches and centimeters) and
recording sheets to measure their pumpkins.
The students will measure the pumpkins using inches and centimeters. (On the sheet they will
explain how these two measurements relate to a pumpkin)
The students will switch groups to estimate and measure one different pumpkin in inches and
centimeters. The students will distinguish the length difference of the two pumpkins they
measured.
Closure
Each group will present their data to the rest of the class.
ASSESSMENT
Diagnostic: The students will show their prior knowledge through the measurement worksheet given in
the beginning. (Obj. 1)
Formative: The students will show their understanding through whole group discussion of inches and
centimeters based on the diagnostic assessment. Also, the demonstration of the student being measured
in feet with estimation will be considered. The worksheet will also display understanding while the teacher
walks around to monitor activity. (Obj. 2, 3, 4)
Summative: The students will share their data as a group to the class giving an explanation of their
findings and how they found their data. (Obj. 2 and 4)
MATERIALS

Pumpkins

Rulers, tape measures

Measurement diagnostic worksheet

Data Worksheet

Group Cards

EXTENTED ACTIVITIES
If Student Finishes Early
If the students finish early, they may measure each others height and compare height differences with
each other.
If Lesson Finishes Early
If the lesson finishes early, the students will find an object of their choice, estimate the size and measure.
After measuring they will write the difference between their estimation and true size. They will create a
plan of how to become better estimators. They will think of ways estimation will come in handy for them in
everyday situations. (How much something will cost, how much food to prepare, how many minutes it
takes to eat breakfast in the morning)
If Technology Fails
No technology used in this lesson
POST-TEACHING
Reflections
While at school jot down while the lesson is fresh in your mind, of what worked, did not work, next time I
will. Instead of . I needed more time for .Later come back and write a formal reflection on the
implementation of the lesson.
Data Based Decision Making (If Needed)
If you are collection data for this lesson you may construct a rubric, checklist, criteria list or some form of
description to report data collection of students products or responses to the lessons objectives. The data

alone has little if any value. You MUST use your analysis of the data to make decisions concerning future
lessons. Data is collected to be used to drive future instruction.

Differentiating Instruction for

Students with Special Needs
Please describe all that apply:
Needs-Based Planning
Learning Differences

Sensory Differences

Attention Differences

Behavioral Differences

Motivational Differences

Ability Differences

Physical Differences

Cultural Differences

Communication Differences

Enrichment

Multiple intelligence addressed (check all that apply):

Verbal/linguistic
Naturalist
Spatial
Interpersonal
Logical/mathematical
Intrapersonal
Bodily-kinesthetic
Existential
Musical
Others (explain):