DRAFT: This module has unpublished changes.



I. Standard(s) Being Addressed             2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

                                                            2.MD.D.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.


II. Essential Question                             How can we tell how long objects are?


III. Teaching Point/Performance

Goals                                                   Students will learn how to measure length to the nearest centimeter and to the nearest inch. Students will measure the length of a standing long jump in centimeters and the length of an arm span in inches.


IV. Learning Activities                           


  1.  Mini Lesson                             I will ask my students, have you ever wondered how long the length of                                        your arm is?

I will demonstrate for my students what I mean when I use the term arm span.  

      Arm Span – extend both hands outward; measure fingertip to fingertip


I will ask for a volunteer to be measured and have the class look on to watch.

I will show my students the length of the volunteer’s arm span to the nearest inch and centimeter.


I will show my students two examples so they will see two attempts made.


  1. Accountable Talk                       I will ask my students do you get a larger number when you measure in                                       inches or in centimeters? And why?


I will look to see what the students would say regarding will they get a larger number in inches or centimeters and how will they support their claim with details.


       C. Guided Practice                         I will put the class into groups of three. In the groups, the students will report their measurements for standing long jumps in centimeters and arm spans measurements will be inches.


                                                            I will assign a job to each group member:

                                                                        Jumper, Line Judge, Marker, Measurer


                                                            I will model for the students how to perform the long jump (also the arm span for any students who may need further clarification)


  1.        D. Independent Practice     Grape Group & Pear Group: Students will make up and solve number                                        stories about the longest leaps of different animals.

Apple Group (IEP) – Students will construct a bar graph with their data   (2 arm spans and 2 long jumps measurements)


If some students are finished before, they will complete page 175 in their Math Journal 2


      E.  Summary                                   I will have students share their work to the class.


F. Modifications / Accommodations   Extended time: 15 minutes. Since the children in the Apple Group                                                  have IEP’s, I will pair them with children from the other groups so they                                               can get help if needed.


IV. Assessment/Evaluation of                I will assess my students by using a rubric. I will use one rubric to assess how much the students were able to learn based on their levels. The rubric will be used to show each student’s individual growth. As I use this information I will reflect on the lesson and how I could have made it better. What I could have omit or include from the lesson? What I could have done differently to help those students who were challenged?







Needs Improvement























Number Stories



Student’s number stories did not include math words, the units were wrong, and the number sentence did not make see


Student’s number stories did not include math words, the units are mostly incorrect and the number sentence is wrong



Student’s number stories units, number sentence and math words are mostly correct,


Student’s number stories has the correct unit, number sentence and math words was used





Bar Graph


Student made an attempt at completing the bar graph with one measurement only



Student’s bar graph has only two measurements; and labels are missing


Student’s bar graph has only three measurements; and labels are in the wrong place



Student’s bar graph has all four measurements; and it correctly labeled




DRAFT: This module has unpublished changes.