Last week, the 2nd grade team and I planned for a measurement lesson. Their measurement unit falls at the end of the year, so this was actually the first lesson of their unit.
We focused on work on the first of these two standards, anticipating the other would be a natural part of the work as well:
We put out the following measuring tools: square tiles, inch bricks (unlabeled ruler from Investigations), a ruler with inches and cm, and a tape measure in cm.
The teacher launched the lesson by introducing the “Land of Inch,” a context that Investigations uses in the measurement unit. The introduction involved showing a picture of the 4 places in the Land of Inch: the castle, a cottage, apple orchard, and stable. The students discussed why they thought each one was in the Land of Inch.
On a piece of paper, partners were asked to put the places of the Land where they thought they belonged and measure the distance from the castle to each, choosing whichever tool they thought was appropriate. The only stipulations were that there must be a path from the castle to each and each must be a different distance from the castle.
There were some really cool things that came up as we watched them working:
- Every group took only the straightedge ruler and tape measure.
- All of the straight lines were measured with the straightedge.
- They all noticed the unit difference. We did not state what the unit of each tool was beforehand to see if they noticed.
- They labeled 12 inches as 1 foot.
- Students measured the curved paths using both the straightedge and tape measure.
- Some students wanted to change centimeters to inches because it was the Land of Inch so they lined up the tape measure with the straightedge.
- One group recorded their measurements in ranges. They had no interest in starting at the end of the ruler. They just put the ruler down and wrote the two measurements it fell between.
We wrapped up the lesson asking students to talk about why they chose their measuring tools. We had planned for them to share these ideas before they did a different journal prompt we designed last week. However, as they were sharing, there were one or two students doing a lot of talking (great stuff, but a lot) so we decided to have them reflect on their own before having this conversation.
This student did a great job of explaining when they used one tool over another:
This student discussed why they chose to use the ruler but not the square inch tiles at all because it would take too long. So while both tools were the same unit, one tool has connected units versus individual units that need to be put together.
This group noticed that the centimeters (on the tape measure) would take them longer than the straightedge because there were more centimeters than there would be inches.
There were a couple instructional prompts we are revising for the next time this lesson gets taught by one of the other 2nd grade teachers that were there:
- We didn’t let them know the paths didn’t have to be straight until after we saw them get started that way. Need to launch with that.
- We didn’t have out meter or yard sticks, oops, need those next time. Talked about it during our planning, but we completely forgot.
- We didn’t do a poster share which I think we want to incorporate next time because they all wanted to share. So maybe just two groups explaining their choices.
- Wondering about the writing connection as they all had interesting reasoning behind where their places were located. Could they write a description about the placement and reasoning for their poster and then have other partners try to match them up?
Next up, reading Inch by Inch and the lesson inspired by the TCM article Inch by Inch in the most recent publication.
What a fun, engaging, task! I appreciate the mutiple entry points and solution paths, not to mention the math talk and wrting components! I just shared this with my 2nd grade team – hopefully we can do something similar in the next few weeks!