Ivy Hawn Lesson Plans – Ringold
Subject: Math Grade: 2 Time: 12:40-1:40 pm Length: 60 minutes Date: 1/8 to 1/12
Learning Goal(s):
Students will:
·  measure and record the lengths of several objects to the nearest whole-number.
·  create a line plot with a horizontal scale marked off in whole-number units.
·  record length measurements on a line plot. / Standard(s)/Benchmark(s) Addressed:
·  MAFS.2.MD.4.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:
CENTERS
Math Facts – Flash Cards
At Your Desk – Daily Math Facts (3 different packets for 3 weeks)
Technology – iXL (Data & Graphs)
Hands On – Read & Match Graphing
+ - Prodigy Game on iPads / Engaging Student Activity:
·  Math Journal (Interactive Notebook)
·  Class Graph Anchor Chart
Materials:
·  Journal/Notebook
·  Pencil
·  Sticky Notes
·  Yarn
·  Straws
·  Unsharpened Pencil
·  Hand Held Pencil Sharpener
Higher Order Level Question(s):
21st Century Skills to Increase Rigor:
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility, Flexibility, and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written communication
Accessing and Analyzing Information
Curiosity and Imagination
Teamwork
Other: ______
/ Webb’s Depth of Knowledge Levels:
Level 1 Level 2 Level 3 Level 4
-Recall elements and details -Identify and summarize the major events -Support ideas with details and -Conduct a project that requires specifying
of story structure. of a narrative examples. a problem, designing, and conducting an
-Conduct basic math calculations. -Use context clues to identify the meaning -Use an appropriate voice to the experiment, analyzing its data, and
-Label locations on a map. of unfamiliar words. purpose and audience. reporting results/solutions.
-Represent in words or diagrams -Solve routine multiple-step problems. -Identify research questions and -Apply math model to illuminate a problem.
a scientific concept/relationship. -Describe the cause/effect of an event. design investigations for a scientific -Analyze and synthesize information from
-Perform routine procedures -Identify patterns in events or behaviors. problem. multiple sources.
like measuring length or -Formulate a routine problem given data -Develop a scientific model for a -Describe and illustrate how common
punctuation marks. and conditions. complex situation. themes are found across texts from
-Describe the features -Organize, represent, and interpret data. -Determine the author’s purpose and different cultures.
of a place or people. describe how it affects the story. -Design a math model to inform and solve
-Apply a concept in other contexts. a practical or abstract situation.
Unit 3: Topic 9: Generating and representing measurement data to solve problems
Lesson Activity/Experiences:
·  Monday:
o  VMT 2 Assessment
·  Tuesday:
o  Open/Engage: Review how to measure in inches using rulers. Probe students to remember what they have learned about a ruler and what other tool it can also represent (a number line). Have each student measure their index finger and then turn and talk to a partner, sharing their measurement findings in inches. Next, show students what a “handspan” is holding up a hand and showing them it will be the measurement across the hand from the tip of the thumb to the tip of the pinky. Students will record their measurement, in inches, on a sticky note.
o  Create a class anchor chart about the different ways you can show the information you know. For example:

o  Small Group: Place students in groups of 3-4. Hand each group grid paper (cm). Hand each group sticky notes and each student will measure their feet in centemeters. Then they will document their findings on their graph papers. Facilitate their findings by asking them questions (i.e. Did anyone have the same size feet? How many people had the same size feet? Whose feet was the biggest? Whose feet were the smallest?)
o  Centers
·  Wednesday:
o  Open/Engage: Hand each student a piece of yarn with an exact measurement between 1-12. They will their yarn and measure it, recording the data on the back of the X paper handed out to them. Creating a large line plot on the board, each student will come to the board and tape their answer on the coordinating measurement on the board. Then ask the following questions:
§  What does the X represent? (a piece of yarn)
§  What do the numbers represent? (The length of the yarn)
§  How can you tell whether or not there are two or more pieces of yarn of the same length? (More than one X above that number)
§  Which measurement occurred the most? Least?
§  Are there any values without X’s? Why is that? (No one had a piece of yarn that length)
§  Why are there no X’s on the zero on the number line?
§  How many students had pieces of yarn that were 4 inches? 7 inches? Etc.
§  How many students had pieces of yarn that were 7 inches or longer?
§  How many pieces of yarn were there in all? How do you know?
o  Small Group: Students will get into small groups of 3-4 students. Hand each group a bag of straws of varying length. They will measure and record their data (in centimeters) and show their data on their centimeter graph paper. Facilitate a class discussion as to what they found.
o  Centers
·  Thursday –
o  Show Video: Line Plots for Kids
o  Students will each get a 3 page packet of Bar Graphs Interactive Journal 1. They will cut out and paste into their journal. They will color coordinate their data (Yellow for bananas, green for kiwi, red for apples, etc.) The first page of tabs will be done together (and modeled in class) and the second page, they will work in partners to complete. If lack of time, complete on Friday.
o  Centers
·  Friday:
o  Hand Out Eureka Problem Set WS and then display “Unit 3 Math Mimio” on the projector. You will use page 1-2 for this lesson. Use the data to show students how it’ll be displayed via the projector. Think outloud and show how to transfer your data to the chart (one example) and then have students come up to the board and add to your chart. They will fill out their own sheets accordingly. Do the entire worksheet together.
o  Centers