University of Houston

Name: Claudia Rubio

Basic Lesson Components

Grade Level: 2nd grade

Time Estimate: 45 minutes

TEKS: 2.9 D
Geometry and measurement.

(9) The student applies mathematical process standards to select and use units to describe
length, area, and time. The student is expected to:
(D) determine the length of an object to the nearest marked unit using rulers, yardsticks,
meter sticks, or measuring tapes;

Content Objective (s): The student will determine the length of an object to the nearest
marked unit using rulers.

ELPS: 3.D (Beginning Level)

Language Objective (s): The student will speak using grade-level content area vocabulary in
context to internalize new English words and build academic language proficiency.

Vocabulary: Definition: Cognate (T or F):

Meter stick A measuring stick one meter long that is marked Metro de Madera (F)
off in centimeters and usually millimeters.

length How long or how far away something is. longitud (F)

meter (m) The fundamental unit of length in the metric Metro (F)
system, equal to 100 centimeters or
approximately 39.37 inches.

inches a unit of linear measure equal to one twelfth of a Pulgadas (F

foot (2.54 cm)

Misconceptions:
 ● Students may think the first estimate has to be right.
● Students may lack “benchmarks” that allow them to estimate measures
● Students may confuse metric and customary units.
● Students may forget the relationship between the units of measure
Materials/Resources/Technology Needs:
Materials:
● “How Big is a Foot?” by: Rolf Myller
● Making Bed Activity Sheet
● Construction paper
● Scissors
● Pencils
● Rulers
● Anchor Charts
● Timer
● Bell
Book:
● “How Big is a Foot?” by: Rolf Myller

Technology:
● Brain POP video: Metric Measurement: Inches to Feet
● ActivBoard
5E Instructional Procedures

Engage
10 mins 1. Class will be on carpet as whole group.
2. TTW introduce the book “How Big is a Foot” by Rolf Myller and tell them that
it’s about a king who thinks of a lovely present to give his wife, the queen. But,
there’s a problem with the present. Tell them that they will have to figure out
what the problem is and predict what will happen with the king and his gift to
the queen.
3. TTW tell the students that after the book is finished, they will have a chance to
explore some of the things that happened in the story with their classmates.
4. Once the book is finished, TTW ask students to explain why the bed created by
the apprentice is not what the king expected and if they figured out the problem.
5. TTW allow time for the students to answer with feedback on the question asked
to the students.

Explore 1. Once we are done with reading the book, TTW will partner up the students in
20 mins groups of 3 or 4 and ask them to spread out.
2. TTW explain to the students the next activity that they will do:
● Trace his or her foot on a piece of paper.
 ● Cut out the tracing carefully.
● Make eight more copies of the footprint.
● Place the footprint end to end on the floor to make two sides of a bed
that is 6 footprints long and 3 footprints wide.
● Label each footprint with the name of the person.
3. TTW hand out materials, which include: construction paper, scissors, and
pencils for the students to have prepared for the activity.
4. TTW emphasize the time for the activity and as well as hand signals to let the
teacher know when they are done so that they can be given the “Making Bed
Activity Sheet”.
5. Teacher will walk around and elicit student thinking.
6. The students will write their answer and show to it to the teacher.
7. The teacher will move on once they have answered the Making Bed Activity
Sheet”.

Explain 1. TTW have students return to whole group to share their ideas on the work that
10 they did with their group.
minutes 2. TTW show them the BrainPop Video on Metric Measurement called: “Inches to
Feet”.
3. TTW emphasize that we are just going to start the anchor chart and continue is
as more units come to play.
4. TTW start a length anchor chart that will be continued when the next lesson is
which will be on another day (introduction only: foot and inches)
5. Review the vocabulary words with the students (length, foot, inches and ruler)
6. The teacher will choose a couple of students to answer and tell what the
vocabulary words mean.
Elaborate 1. The teacher will ask the students to go back to their desk.
2. The teacher will then ask the students to get their math journal by color
coordination table.
3. The student will work with their shoulder partner or individually to solve
 problems that she will state for each student.
4. The teacher will ask the students to write the date on the entry in their math
journals to begin.
5. TTW ask students to answer a question on their math journal:
a. Have students write stories about measuring things with rulers and how
they can use rulers to measure on a day to day basis.
6. The teacher will guide the students with questions if any to help them with their
problems.
7. Once each pair or individual finishes, the teacher will go around instruct the
students that once they start finishing up to put their math journals away.
8. The students will then put their math journals away.

Evaluate 1. The teacher will pass out an exit ticket to each student with their office to avoid
looking at others paper.

2. The teacher will explain the directions.

1. The students will raise their hands when they are finished.
2. The students will read a book from their book bag until the rest of the
class finishes with their exit ticket.
3. The teacher will give the students 10 minutes to complete the exit ticket.When
the students are done, they will raise their hand and the teacher will pick up the
exit ticket and then they will read their books from their book bag until the rest
of the class finishes.