Author:
Jeana Hansen

This mini lesson on measurement will focus on students’ abilities to estimate the lengths of different objects using inches, feet, centimeters, and meters.

This lesson will be a consecutive lesson after the teacher has provided a lesson with explicit instruction on all of the different measurements and how to find them. For example, on a ruler, which side is inches and which side is centimeters, and on a meter stick what the measurements are.

Tutorial

Mini-Lesson Template

Reading Component: Measurement Name: Jeana Helmick

Grade Level: Second

**Mini-Lesson Topic:**

**(Teaching point, purpose)**

This mini lesson on measurement will focus on students’ abilities to estimate the lengths of different objects using inches, feet, centimeters, and meters.

**This addresses the following Common Core standards for Math for Second grade:**

CCSS.MATH.CONTENT.2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.2

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.

CCSS.MATH.CONTENT.2.MD.A.3

Estimate lengths using units of inches, feet, centimeters, and meters.

**Materials:**

(Texts, materials, etc.)

Various classroom objects. Books, desks, cups, anything, and 1 object from home of the students choice.

**Connection:**

(Ties to previous learning)

This lesson will be a consecutive lesson after the teacher has provided a lesson with explicit instruction on all of the different measurements and how to find them. For example, on a ruler, which side is inches and which side is centimeters, and on a meter stick what the measurements are.

**Explicit Instruction:**

(Explain what you will teach. . .)

For this lesson, the teacher will teach the students how to estimate how long objects are. The teacher will begin with various objects from the classroom. Then, she will hold one up and ask the students what measuring tool they think she should use to measure it (inches, centimeters, feet or meters). After letting some of them answer, she would choose one way to measure it. For example, if she were measuring a book, she would likely start with the inches side of a ruler. Then, the teacher would show them that you can also flip the ruler around and measure that same book in centimeters. She would explain that centimeters are 100ths of a meter, and that there are 12 inches in a foot. She would then show this by comparing the ruler to a meter stick and so on.

**Guided Practice:**

(Have them try it with a partner)

Here the students would use a worksheet which had a list of objects on it. Next to the objects, they would write what measurement they think they should use to measure it, and how long they think it will be.

**Independent Practice:**

(Explain how they will use it

on their own or have them try it.)

Now the students will be given the tools to actually measure the objects that they have made guesses on. Each pair will be provided a ruler and meter or yard stick to measure the objects with. They will have to measure each object two different ways. They will record all of this information on the worksheet under the “actual” column.

**Closure (or) Wrap-Up:**

(Restate the teaching point. Ask -- “Did it work for you?)

For this part of the lesson, the teach would let each group report their findings on one object each, telling how long it was, how they measured it, how they knew how to measure it, etc. She would then ask them how they enjoyed the activity, whether it was easy or difficult to understand, and if they have any further questions.