Lesson Plan Form

CSUDH - Teacher Education Department

Candidate: Elizabeth Long

Subject(s):
Math

Grade Level(s):
1st
Standard(s): Measurement and Data
1.MD
Measure lengths indirectly and by iterating length units.

Date: TBA
Single/Multi-Day Lesson:
Single

1. Order three objects by length; compare the lengths of two objects

indirectly by using a third object.
2. Express the length of an object as a whole number of length units,
by laying multiple copies of a shorter object (the length unit) end to
end; understand that the length measurement of an object is the
number of same-size length units that span it with no gaps or overlaps.
Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
Writing Standard: CCSS.ELA-LITERACY.
W.1.8
With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Oral language Standard: CCSS.ELA-LITERACY. L.1.5.C
Identify real-life connections between words and their use.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will measure lengths of two objects indirectly by a third object using nonstandard units of
measurement. (Concept)
II. LEARNING OUTCOME (Objective): The students will compare the lengths of two objects indirectly
to measure a third object.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In a prior lesson
students learned the differences between standard and nonstandard units of measurement. In the
following lessons, students will express the length of an object as a whole number of length units.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): The teacher has placed on the desk a
bag of giant marshmallows, a box of paper clips, mini chocolate bars and string. The teacher brings
in a large cut out of a T-rexs foot, a velociraptors foot and a dilophosaurus foot. Students will be
asked to measure how long each dinosaurs foot is.
Teacher should be aware when drawing and cutting out the shapes for each dinosaur that the T-rex has a
larger foot than the Velociraptor which has a larger foot than the Dilophosaurus.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student
Activities):
C. Step #1 Intro to Measurement
a. Working together, students will be asked to put in order of

length: pencils, crayons and markers.

b. The teacher will walk around the class observing, assisting
where needed and encouraging use of appropriate descriptive vocabulary.
Step #2 Reflection
a. Students will compare and contrast these items by writing in
their journals which items (markers, pencils or crayons) are taller, shorter, etc.
b. The teacher will encourage students to use their new
vocabulary.
Step #3 Concepts made concrete
a. Using cubes, blocks and legos students will build towers.
They should be given the opportunity to work alone and work together in small groups.
b. The teacher will walk around the class ensuring that the
children are working together and encouraging use of descriptive vocabulary thru
prompting.
Step #4 Graphing
a. The teacher will record the students names and units of their
towers on a bar graph drawn either on the board or on a large note pad.
b. Students then compare and contrast which towers were taller,
shorter, longer in width, etc.
Step #5 Summarizing Content
a. The students will then add to their math journal their
observations about the towers using the appropriate descriptive vocabulary.
b. The teacher then asks the students to recall the t-rexs foot.
Students will figure out how many steps the t-rex can take down the hall before he comes to
the end of the hall? The students will lay down on the ground to measure the steps of the Trex.
D. APPLICATION ACTIVITY (Practice and/or Reflection):
Working in pairs students will use a piece of yarn to measure these objects:
a. A piece of paper
b. Their desk
c. Their shoes
d. An index card
Record their findings in units on their worksheet (i.e The paper is 2 units longer than my shoes)
E. MATERIALS & RESOURCES:
Worksheets printed out
Paper
Paper clips
Index Cards
Pencils
Building blocks
String
Math Journals
Markers
Crayons
Legos
Building blocks
Connecting cubes
A cut out of the dinosaurs feet: (https://s-media-cache-

ak0.pinimg.com/236x/ea/99/1e/ea991ec4e1bdcdf0d49227932c0bb712.jpg) T-rex
(http://cdn.instructables.com/FRC/2BE3/HELWZCWB/FRC2BE3HELWZCWB.LA
RGE.jpg ) Velociraptor
(http://www.dinosaurstore.com/images/FOOTPRINTS/FOOTPRINT-VISUAL.GIF )
Dilophasaurus
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative Assessment: See application activity
Summative Assessment: Students will write or draw pictures in their journal. They answer the following
questions: What did we do today? What objects did we use? How did it make you feel? What did you
like best about the lesson?
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Advanced learners:
Help others in other groups (Modeling)
Predict measurements of certain objects around the classroom
and compare their predictions with other students in their group (at their level). Graph
predictions and then write about reality using more of/than, less of/than, and the same
as/equal to.
Helping ELL or EO
Intervention:
Teacher will model how to measure
Children to work in pairs
ELL:
Children to work in pairs or groups
Use clear, concise visual aids
Use of the bilingual t.a.
Use repetition
VII. HOMEWORK (IF APPROPRIATE): N/A