Math
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 singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, 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
 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.
 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)
 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?
Learning
Criteria  Unsatisfactory Needs Improvement (1) D/F (069)  Emerging Satisfactory (2) C/C+ (7079)  Competent Good (3) B/B/B+ (8089)  Explemary Excellent (4) A/A (90100) 
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
