Lesson Plan What Is An Inch

LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTS
Lesson Title: Inching Along the Ruler

State Standard: 2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to
measure the length of an object.
2.MDA.2 Measure the same object or distance using a standard unit of one length and then a standard unit of a different
length and explain verbally and in writing how and why the measurements differ.
2.MDA.3 Estimate and measure length/distance in customary unit (i.e., inch, foot, yard) and metric units (i.e., centimeter,
meter)
5. Use a variety of mathematical tools effectively and strategically.
Indicator(s): 5.a. Select and use appropriate tools when solving a mathematical problem.
Learning Objectives: Students will demonstrate how to measure in inches.
Essential Questions: What is an inch and how is it used?
Materials: What resources and materials will be needed during the lesson? A summary should be provided for any book
(title/author/summary) or website used. A link to a website should also be included.
Measuring All Around Us Flip Chart

A ruler for each student and the teacher
A piece of paper with different number lines on it.
LearnZillion: Measuring Using a Ruler video https://learnzillion.com/lesson_plans/6036-measure-usinga-ruler
Inching Along handout
Pencils
3 things longer than 6 inches (around the classroom for students to find)
Math Journals
Glue Sticks (one for every child)
Activities/Procedures (Describe each step in a bulleted list format):

How will you establish the behavioral expectations for students? (The teacher will The student will)
The teacher will tell the students to come to the carpet by waddling like a duck.
The teacher will say, Can anyone tell me our classroom rules?
One student will raise their hand and answer.
The teacher will explain that these rules still apply.
What is the hook? How will you link it to the standard? (This is your opening).
The teacher will whisper, today were gonna learn something really, really cool. Were gonna learn about
an inch! And how to use it, and how a ruler works.
How will you activate prior knowledge of the students about this topic?
The teacher will show them a ruler and ask what they think it looks like.
The students will answer, a number line!
The teacher will say, Thats right! It does look like a number line. But this is called a ruler and its used
to measure things. These numbers are all a specific amount of space apart from each other, so you can
hold it up against something, and see how many numbers apart it is. That amount of space is called an
inch!
What content will you teach/explain?
Skill-Guided practice, independent practice

Cooperative Group: All work together in a group: product, assign roles;
share limited materials
Content: No practice; direct instruction
What will you and the students do during this lesson? What will you say?
The teacher will say, Thats right! It does look like a number line. But this is called a ruler and its used to
measure things.
The teacher will hold up a paper with different sized number lines on it.
The teacher will say, when you have a number line, it doesnt really matter how big the space in between the
numbers is, does it? Just as long as you can count on it. Thats not the case with rulers.
The teacher will hold several rulers up to show that an inch is always the same size. She will say, These numbers
are all a specific amount of space apart from each other, so you can hold it up against something, and see how
many numbers apart it is. That amount of space is called an inch!
The teacher will say, Now were going to watch a video about how to measure with a ruler!
The class will watch the video.
The teacher will show the Measuring All Around Us Flipchart on the Promethean Board.
The teacher will work through the flipchart, and have the students come up one at a time and use it. She will ask
for a raise of hands to determine who wants to and who gets to come up to work on the Promethean Board.
If the students do not volunteer, the teacher can draw popsicle sticks with their names on them.
After the Promethean board, the teacher will say, Now, I want you to turn and talk to your neighbor, and tell
them one thing youve learned about measuring.
The teacher will say, now, I want you to walk back to your seat, and grab a ruler from your tool box. Table one
can go first. Table two next. Now table three, and last but not least, table four.
The teacher will hand out the Inching along Handout, and say, now I want you to get out a pencil and your
ruler, and measure each line on your sheet.
If there are students who finish early they can work on the three things longer than 6 inches at the bottom of the
worksheet.
The teacher will then tell the students to get their Math Journals out, and glue the handout into the Math Journal.
Then the journals can be put away.
Questioning: Develop and use questions based on at least three higher levels of Blooms Taxonomy of Educational
Objectives during the lesson (as they are asked in the Activities/Procedures section. Beside each question, identify the
level that corresponds to it.
Can you create in your mind a new and unusual thing to measure with a ruler? (creating)
How is a ruler similar to a number line? (analyzing)
Why is being able to measure valuable to your life? (Evaluating)
Assessment: How will you know that the students met the learning objectives of the lesson? How will the assessments
accommodate the differences in the students? (Attach a copy of your assessment with each lesson turned in). Keep in
mind that assessment has three parts: the student activity, how the activity is recorded and how you will re-teach those
students who have not mastered the concept.
The students will be assessed by how well they do on the Inching Along worksheet.
Students who finish early can do the extra question at the bottom, and find and measure 3 things longer than 6
inches.
Students will be retaught by personal explanation, and given help while measuring during center time later in the
day.
Closure: Ask a variety of questions as they relate to the EQ; and, evaluate student responses. (Let students tell you
what they learnedexample: think, pair, share; ticket out the door; graphic organizers/anchor
charts/KWHL/thinking maps)
Before the students leave the carpet, I will have them turn and talk to each other and tell their partner one thing theyve
learned about how to measure.
List the ways you will take into consideration, or accommodate for, the individual differences among students in rates of
learning, styles of learning, interests, and special needs, as in the following list:
Visual learners
Auditory learners
Kinesthetic learners
ESL
Gifted
Physical disabilities
Cognitive disabilities
Integrated Curriculum: In what ways are other subjects integrated into this lesson?
Reflection
I loved teaching. It was a little stressful beforehand, just because I was nervous about teaching for the first time.
However, I got a hug and an, I like it when you teach us, when I was done. That made it so much better, and reminded
me why I wanted to teach in the first place. That being said, I thought it went fairly well. Ms. Kutz was great, and gave
me a lesson and materials to work with, which I have attached a copy of. There were definitely some parts I messed up,
however. I forgot to add the Questioning into the procedures of the lesson plan, which meant I forgot to ask those
questions in the actual lesson. Ms. Kutz had to step in and quiet the students down a few times when they got rowdy, so I
need to figure out more about how to manage the classroom. I could have moved the lesson along a little more quickly,
because it kind of felt like it was dragging. I need to learn the students names better, but that will come with being in the
classroom more. I did not have the best closure, and actually not much of one at all. I probably could have included asking
most of the higher-level questioning here. I did not include a copy of a students finished work, because I did not realize I
needed it. However, I will include that next time.

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LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTS

Lesson Title: Inching Along the Ruler

Essential Questions: What is an inch and how is it used?

Measuring All Around Us Flip Chart

Activities/Procedures (Describe each step in a bulleted list format):

What content will you teach/explain?

Skill-Guided practice, independent practice

level that corresponds to it.

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