Rebecca Alize-Minty

Lesson Plan
Lesson Title: Revision of measurements (part 1/2) Grade: 2 Date: November 27th
Subject/Strand: Mathematics Unit: Measurements Location: HCES classroom Times: 9:50-10:40
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Students will be revising their knowledge on measurement through centers. These centers will focus on measurement with non-
standard and standard measurement, the area and the perimeter. These centers will allow the students to refresh their knowledge on
these subjects before their summative evaluation.

This lesson would fit into the context of the unit by refreshing the students’ knowledge on their measurement they were taught so far.
The centers will focus on various knowledge regarding the measurement unit.

The Big Ideas:

- Applying measurement sense: Understand and distinguish the different units of measurement
- Applying measurement sense: Understand and distinguish the types of measurements (length, area and perimeter)
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Measurements:
1. Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using non-standard units and
standard units;
2. Compare, describe, and order objects, using attributes measured in non-standard units and standard units.
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Measurements:
(T) 1.2 estimate and measure length, height, and distance, using standard units and non-standard units;
(T) 1.4 select and justify the choice of a standard unit or a nonstandard unit to measure length
(T) 1.6 estimate, measure, and record area, through investigation using a variety of non-standard units
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will:
Revise the concept of measurement to prepare for the upcoming test.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [X ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
- Know the difference between non-standard and standard units of measurements
- Measure the length of objects using non-standard and standard units of measurements
- Compare and order objects by size on their length
- Measure the area of objects on squared paper
- Measure the perimeter of objects on squared paper
- Compare and order objects by size on their area and perimeter
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
 - Do: Students will participate - (Do) Students will be completing the - Checklist based on success criteria
in centers and hand in their centers independently to revise their - Work that will be handed in by
work knowledge on measurements. students can be assessed.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
- Students will have an understanding of measuring length of objects using non-standard and standard units of measurements.
- Students will have an understanding of the perimeter of objects.
- Students will have an understanding of the area of an object.
I.E.P. program implications: Accommodations, Modifications
Accommodations:
I.E.P (1)
- Instructional: Additional Time for Processing and Additional Time for Responding
- Environmental: Classroom Visuals
- Assessment: Additional Time and checking for understanding of Instructions.
I.E.P (2)
- Instructional: Check-ins for Understanding, Prompts and Self-Regulation
- Environmental: Classroom visuals and Self-Regulation Area/Activities
- Assessment: Conferencing and Visual Support
Differentiation: Content, Process, Product, Environment, Assessment
Environment: Students can use noise cancelling headphones if needed.
Process: More instructions on the centers can be given to students who require it.
Learning Skills/Work Habits: [ ] responsibility, [ X ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Learning Skill/Work Habit related to this task is organization since students will be required to follow instructions left on the centers to
complete their task. They will need to gather and use information and resources to complete the centers.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
- Length
- Non-standard
- Standard
- Order
- Compare
- Perimeter
- Area
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
- Clipboards
- Rulers
- Cubes
- Writing tools
- Center cards/instructions (20)
- Squared paper
- Metre sticks
- Graphic organizer (for centers)

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 0- 5 minutes (Indicate time breakdown of instructional elements)
 1. “Hi everyone. So today we will be doing measurement 1. Listen
centers to revise the content to get ready for the test 2. Listen
that will be on Wednesday.” 3. Listen
2. “Great, so before we start our centers let’s look at our 4. Listen
learning goal: Revise the concept of measurement to
prepare for the upcoming test.”
- “And we have a lot of success criteria since we want to
make sure you understand every concept we practiced
before your test: 1) Know the difference between non-
standard and standard units of measurements 2)
Measure the length of objects using non-standard and
standard units of measurements 3) Compare and order
objects by size on their length 4) Measure the area of
objects on squared paper 5) Measure the perimeter of
objects on squared paper 6) Compare and order objects
by size on their area and perimeter.”
3. “Now today you will be working on the centers
independently and once you have finished one center
card/problem, you will go to the next. There shouldn’t
be much talking since you want to make sure you are
ready for the test and your friend won’t be able to help
you on the test.”
4. “Now let’s get started. Start at one of the center cards
and collect your material when needed.”
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 5 – 40 minutes (Indicate time breakdown of instructional elements)
1. Collect material
1. Have each problem cards placed around the room. And
2. Work on worksheet
make sure all the material is on the carpet accessible
when needed. 3. Remain on task and work independently
2. Walk around and offer extra help and instructions when 4. Answer questions
needed.
3. Make sure students remain on task and completing the
work independently.
4. Ask students question to prompt their knowledge:
- “What is the question asking you here?”
- “How might you solve it?”

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 40 – 50 minutes (Indicate time breakdown of instructional elements)

1. “Alright so can everyone come back to the carpet and 1. Transition to carpet and put away the materials.
put away all the material.” 2. Listen
Wait for students to transition back to carpet. 3. Listen
2. “Now let’s review our learning goal: Revise the 4. “Yes”
concept of measurement to prepare for the upcoming 5. Listen
test. Did the centers today help to prepare for the
test?”
3. “And our success criteria: 1) Know the difference
between non-standard and standard units of
measurements 2) Measure the length of objects using
 non-standard and standard units of measurements 3)
Compare and order objects by size on their length 4)
Measure the area of objects on squared paper 5)
Measure the perimeter of objects on squared paper 6)
Compare and order objects by size on their area and
perimeter.”
4. “Do you feel like today’s centers helped you revise the
material for the upcoming test?”
5. “Good we will continue this review tomorrow”
Extension Activities/Next Steps (where will this lesson lead to next)

- Students will have a knowledge of the length of an object

- Students will have a knowledge of non-standard and standard units of measurements
- Students will have a knowledge of an area of an object
- Students will have a knowledge of a perimeter of an object
- Students will have a knowledge on how to compare and order objects by size
- Next step: Continuation of revision followed by summative evaluation on Wednesday.
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?
Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?