ED 345 Calvin College Teacher Intern Lesson Plan Template #2

Teacher Intern: Annie Kim Date: March 11 Mentor Teacher: Yanbo Chen
Grade Level: 2 Subject/ Topic: Estimate, Math
Approx. time spent planning this lesson: 2h
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions:
The main focus of the lesson is to teach students how to make estimation and check if their estimation is close or not.
Brief Context:
Students learned how to measure objects in inches and centimeters using rulers. Now, they are going to estimate the
length of an object without actually measuring them. This is also a way to check students’ understanding of the measuring
concept in inches and centimeters. They should be able to make estimate if they understand how long inches and
centimeters are.
Prerequisite Knowledge/Skills:
Using rulers to measure objects, concept of inch and centimeter (how long is 1 in or cm)
Lesson Objectives/Learning Targets Aligned Assessments
The learner will: I will assess learning by:
1. Be able to estimate and measure real life 1. Students answer during large group lesson and
objects in the classroom individual work time
2. Be able to record their data in a table 2. Students table records

Standards Addressed:
CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.
Instructional Resources and Materials:
Whiteboard, rulers, notebooks, objects in the classroom
Consideration of Learners:
For those students who need language support, repeat several times to help them remember, write Chinese words/
sentence starters and translate them in English as well. However, for all students, encourage them to write those Chinese
words on their notebook.
Individual Accommodations:
For students who need extensions like Daniel, Zeke, Nathan, Nia, TJ, Aiden, and Ronin, allow them to find additional
objects. They can measure in other measurement units like inches, feet or yard. Ask them challenging questions like how
many cm are there in 1 in or how many cm are there in 1 meter, etc.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Covenant Management:
To build community where student-student relationship and student-teacher relationship are encouraged to
enhance students’ learning, I will be helping each students in a small group supporting their learning and meeting their
needs. If I am not present, I will encourage other students in the same small group to help each other when someone is
having a hard time understanding the math concept or solving the problem.
Conduct Management
Whole group attention strategies: Students in my class love guessing game. This works out well because today’s
lesson is all about guessing! I will incorporate this into my lesson to engage students. Playing guessing games
against table group or boys/girls can help them to focus.
Individual student redirection strategies: For specific individuals, teacher can call out names or ask him/her as
volunteers to answer certain questions or repeat what the teacher said.
To be able to reach all diverse learners, I will use different manipulatives like drawings, help them measure
objects using rulers, provide sentence starters, etc.

Content Management:
Teacher will hand out the rulers. Students will get their own notebook from their own cabinet. Remind them that they are
using 0 or 1 voice level when they are going around the classroom to estimate and measure objects.
Physical Environment:
Students are first siting on the carpet for the first half, then they are walking around the classroom to find
objects. Finally, they are sitting on their table when they are writing down their estimation and measurement.
DOMAIN 3: INSTRUCTION- [Content Management]
Motivation/Opening/Intro:
 Start the lesson by connecting to the prior knowledge. Review inches. Draw a line that is an inch long on the
board. And draw a line that is 1 cm long on the bottom so that students can see the difference. Ask them how
long this line will be.
 Tell students that we don’t often use inches in China, so there is a common measurement unit used in China
which is cm. Teach them how to say cm in Chinese.

Development:
 Draw a line that is 15cm long on the whiteboard and let students guess how long this line is.
 Write students’ estimation on the whiteboard.
 Pick one student to measure the line using a ruler to find out its actual measurement.
 We first estimated or made a guess and then measure it. We call this “estimate” and “measure” in Chinese.
Students will repeat after me to learn those two key words of the lesson. I will write those Chinese words on the
board as well.
 Provide sample sentence saying “this line is about ____cm” in Chinese to help students who need language
support.
 Make a table: each section is labelled as “object”, “estimate”, and “measurement” in Chinese. We are going to
estimate and measure few objects together as a whole group and model how to record them in a table. (this is
important because they will going to do this individually)
Closure:
 Students are going around the classroom to measure 3-4 objects in cm. They will first write down their
estimation and then measurement.
 They will record their data on the table in their own notebooks.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
Reflection after teaching the lesson:
Students weren’t really making estimation (some forgot to make estimation, some didn’t exactly know what to do, etc.)
for different reasons. Reminding them orally helped, but it would be much helpful if I first give them few minutes to find
objects and write down estimation for the first part. Then, I could give rulers to students who are done with the
estimation.
Evidence of professionalism: