a.

Title of Unit/Grade Level

● Far, Big, High, and Wide

b. Math Concept addressed in the Unit- What in the big idea in math that you want students to understand?
Why did you choose this concept to focus on?

● Measurements and Units of Measurement

c. Unit Objectives- What should students know and be able to do as a result of participating in the unit? How
do these unit objectives align to the activities and assessments throughout the unit? (Note-this is a collection of
all the objectives found within your unit)

● Students will be able to accurately identify the appropriate unit of measurement for a
presented distance or item.
● Students will be able to measure items using a ruler, meter stick, yardstick, and
measuring tape.
● Students will be able to estimate the measurement of a presentant distance or item.

d. Common Core Standards-Which math domain is addressed in the unit? What are all the content standards
addressed in the unit? (For each standard include the standard number and description)

CCSS.MATH.CONTENT.2.MD.A.1

● Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter
sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.2

● Measure the length of an object twice, using length units of different lengths for the two measurements;
describe how the two measurements relate to the size of the unit chosen.

CCSS.MATH.CONTENT.2.MD.A.3

● Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.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.

e. Standards for Mathematical Practice-Which standards for mathematical practice apply to the unit? Justify
your response as to why you chose these specific standards.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

● Mathematically proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early grades, this
might be as simple as writing an addition equation to describe a situation. In middle
grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry
 to solve a design problem or use a function to describe how one quantity of interest
depends on another. Mathematically proficient students who can apply what they
know are comfortable making assumptions and approximations to simplify a
complicated situation, realizing that these may need revision later. They are able to
identify important quantities in a practical situation and map their relationships using
such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can
analyze those relationships mathematically to draw conclusions. They routinely
interpret their mathematical results in the context of the situation and reflect on
whether the results make sense, possibly improving the model if it has not served its
purpose.

f. Student Engagement-Discuss and describe how you will use various best teaching practices for engaging
students, such as flexible grouping, partners, student-talk strategies, etc.

● Partner work
● Individual think time
● Class discussion
● Flexible Grouping

g. Unit Assessment-You will plan at least one assessment for this unit, with the Google assessment being your
comprehensive evaluation of the unit. Provide a rationale for the assessment that you created and explain how
you would adapt the assessment for English learners and students with special needs.

https://docs.google.com/forms/d/1wATZJO2qjOxcWUMBCMuwdFxGDQgdQNqoWR-1oggqGx0/prefill

Grade Level: Unit Name: Lesson Number/Name:

Second Far, Big, High, and Wide #1- What do we use?
Common Core Common Core Standards for Unit:
Standards for
Lesson: CCSS.MATH.CONTENT.2.MD.A.1

● Measure the length of an object by selecting and using appropriate tools such as
CCSS.MATH.C rulers, yardsticks, meter sticks, and measuring tapes.
ONTENT.2.MD.
A.1 CCSS.MATH.CONTENT.2.MD.A.2

● Measure the length of an object twice, using length units of different lengths for
the two measurements; describe how the two measurements relate to the size of
the unit chosen.

CCSS.MATH.CONTENT.2.MD.A.3

● Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.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.
 Learning Activities Supplies & Materials

Warm-Up 10 Students will watch a video from the PBS show ● ruler
minutes Cyberchase about the staggering start positions of runners ● yardstick
WE DO on a track. This video shows Bianca trying to prove that it ● measuring tape
isn’t fair that her start position in lane one is not even with ● trundle wheel
another runners start position in lane six. Biance tries to ● computer
measure the distance of both lanes with a ruler and a tape ● projector
measure before being given a trundle wheel and finding out
that the staggering is in fact fair.
https://www.youtube.com/watch?v=rZoTgA3-zy4
Introduction to 15 Teacher will present several examples of measurable items: ● ruler
Skill minutes distance of a road trip, height of a person, etc. and will ● yardstick
I DO discuss the correct measuring tool with students. Students ● measuring tape
are expected to join in on conversation and contribute. ● trundle wheel
● computer
● projector
Guided Practice 10 Students will have a box of measurable items and ● ruler
minutes measuring tools. Students will need to match the items to ● yardstick
WE DO their applicable tool and discuss their answers. ● measuring tape
● trundle wheel

Independent 15 Students will find other examples online and in the ● ruler
Practice minutes classroom of items that they can measure and will match ● yardstick
YOU DO them to the tool they would use them to measure them. For ● measuring tape
example a student may explain that to measure their ● trundle wheel
bedroom and tape measure would work better than a ruler. ● computer

Grade Level: Unit Name: Lesson Number/Name:

Second Far, Big, High, and Wide #2- How do we use it?
Common Core Common Core Standards for Unit:
Standards for CCSS.MATH.CONTENT.2.MD.A.1
Lesson: ● Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.MATH.C CCSS.MATH.CONTENT.2.MD.A.2
ONTENT.2.MD. ● Measure the length of an object twice, using length units of different lengths for
A.1 the two measurements; describe how the two measurements relate to the size of
the unit chosen.
CCSS.MATH.C CCSS.MATH.CONTENT.2.MD.A.3
ONTENT.2.MD. ● Estimate lengths using units of inches, feet, centimeters, and meters.
A.2 CCSS.MATH.CONTENT.2.MD.A.4
● Measure to determine how much longer one object is than another, expressing the
CCSS.ELA-LIT length difference in terms of a standard length unit.
ERACY.W.2.2
Learning Activities Supplies & Materials
Warm-Up 10 Students will identify shapes drawn on the asphalt on the ● ruler
minutes playground and select what measurement tool they feel ● yardstick
WE DO would work best for each. ● measuring tape
● trundle wheel
● meter stick
● drawn chalk shapes
Introduction to 15 Teacher will show the class how to use the different tools ● ruler
Skill minutes including how to measure in centimeters and inches using a ● yardstick
I DO ruler and the difference between a yardstick and meter ● meter stick
stick. Students will then update their tool selections as ● measuring tape
needed. ● trundle wheel
Guided Practice 10 Students will work in pairs or trios to measure one or two ● ruler
minutes of the chalk shapes (sides of) or lines and identify the size ● yardstick
WE DO in at least two different measurements (i.e. centimeters and ● measuring tape
inches or yards and feet). ● trundle wheel
● meter stick
Independent 15 Students will draw their own shape or line and measure it ● ruler
Practice minutes with a tool they have not used. Thus if they measured a ● yardstick
YOU DO small shape or line with a ruler, they will need to draw ● measuring tape
something large enough to use a yard or meter stick, ● trundle wheel
measuring tape, or trundle wheel. ● chalk
Assignment YOU DO Students will write a one page paper about what they ● paper
learned about using measurement tools and units of ● pen
measurement.

Grade Level: Unit Name: Lesson Number/Name:

Second Far, Big, High, and Wide #3- How do we use it?
Common Core Common Core Standards for Unit:
Standards for CCSS.MATH.CONTENT.2.MD.A.1
Lesson: ● Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.MATH.C CCSS.MATH.CONTENT.2.MD.A.2
ONTENT.2.MD. ● Measure the length of an object twice, using length units of different lengths for
A.3 the two measurements; describe how the two measurements relate to the size of
the unit chosen.
CCSS.ELA-LIT CCSS.MATH.CONTENT.2.MD.A.3
ERACY.RL.2.1 ● Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.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.
Learning Activities Supplies & Materials
Warm-Up 10 Students will watch the measurement music video from ● computer
minutes Numberrock ● projector
WE DO https://www.youtube.com/watch?v=X_97AO2SkGU
Introduction to 15 Teacher will discuss the use of measurement in everyday
Skill minutes life and lead a group discussion on how we use or reference
I DO measurements in our normal lives. Teacher will read a short
story about going on a camping trip that references a stream
being “bigger than me” wide and a trial being longer than
“it takes to get to school”.
Guided Practice 10 Students will match every day examples to the unit of ● paper
minutes measurement that would best describe them. For example, ● pencil
WE DO they will be provided with “my height” which is best ● provided list of
described in the US using feet and/or inches. examples

Independent 15 Students will read a book or passage of their choice from a ● books
Practice minutes provided list and identify at least five measurable things in ● computer access
YOU DO the story. For example, from Cinderella one could measure ● paper
the height of a mouse, the distance from her house to the ● pencil
castle, the length of her skirt, the size of the coach tire, the
size of her room. Students will list these on a paper and
then trade with a partner.
Assignment YOU DO Students will match the listed item to the unit of ● paper
measurement that would most likely be used to describe it ● pen
and list one reason they believe their answer is correct. For
example, “You would measure the distance between
Cinderella’s house and the castle in miles or meters,
because it is far bigger than a foot so the distance in inches
would be way too high.”.

Grade Level: Unit Name: Lesson Number/Name:

Second Far, Big, High, and Wide #4- Using it!
Common Core Common Core Standards for Unit:
Standards for CCSS.MATH.CONTENT.2.MD.A.1
Lesson: ● Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.MATH.C CCSS.MATH.CONTENT.2.MD.A.2
ONTENT.2.MD. ● Measure the length of an object twice, using length units of different lengths for
A.4 the two measurements; describe how the two measurements relate to the size of
the unit chosen.
CCSS.MATH.CONTENT.2.MD.A.3
● Estimate lengths using units of inches, feet, centimeters, and meters.
CCSS.MATH.CONTENT.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.
 Learning Activities Supplies & Materials

Warm-Up 10 Students will take turns measuring each other's heights and ● rules
minutes add it to the listed categories on the board. ● yard
WE DO ● white board markers
Introduction to 15 Teacher will introduce examples of how measurements can ● computer
Skill minutes be compared and why it is important to be able to compare ● projector
I DO measurements.

Guided Practice 10 Students will compare their height to at least 4 other ● paper
minutes students and identify which student is tallest and the ● pencil
WE DO shortest. Additionally, students will identify the difference
in height between them and each of the selected students.

Independent 15 Students will compare the length of fish in a pond on a ● worksheet

Practice minutes provided worksheet. Additionally students will write a 1 ● paper
YOU DO paragraph piece regarding the importance of recording ● pencil
measurements in nature and science.
Assignment YOU DO Students will complete the unit assessment below. ● computer

https://docs.google.com/forms/d/1wATZJO2qjOxcWUMB
CMuwdFxGDQgdQNqoWR-1oggqGx0/prefill