Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Choose centimetres or metres
Measurement
CCSS 2.MD.A.1CCSS 2.MD.A.3England: Y2 Measurement
Objective and success criteria
Students will: Choose centimetres or metres.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Measure in cm, m, inches and feet
Leads to: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Measure in cm, m, inches and feet). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the best estimate for the length of a football pitch? (1000 m / 100 cm / 10000 m / 100 m) → 100 mPrompt: A centimetre is about the width of a finger nail.
- What is the best estimate for the length of a pencil? (150 cm / 15 m / 15 cm / 1500 cm) → 15 cmPrompt: A centimetre is about the width of a finger nail.
- What is the best estimate for the length of a finger nail? (1 cm / 1 m / 10 cm / 100 cm) → 1 cmPrompt: A centimetre is about the width of a finger nail.
Hook · 3 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Choose centimetres or metres. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Would you measure the length of a playground in centimetres or metres?
- Step 1: metres (m)
- Answer: metres (m)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Would you measure the length of a train in centimetres or metres? (centimetres (cm) / metres (m)) → metres (m)Prompt: A centimetre is about as wide as your little fingernail.
- A rug is 2 m long. Sam measures it again in centimetres. Will the number be bigger or smaller than 2? (Bigger / Smaller / The same) → BiggerPrompt: Is a centimetre longer or shorter than a metre?
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- A rug is 8 m long. Ana measures it again in centimetres. Will the number be bigger or smaller than 8? (Bigger / Smaller / The same) → BiggerPrompt: Is a centimetre longer or shorter than a metre?
- Would you measure the length of a spoon in centimetres or metres? (centimetres (cm) / metres (m)) → centimetres (cm)Prompt: A centimetre is about as wide as your little fingernail.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Measure in cm, m, inches and feet.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder