Metric

Measurement Lesson Plan

Subject: Math: 10.5 Metric Measurement

Date: 2/16/2016

Objectives: The objective for this lesson is for students to be able to convert metric
measurement problems by reading/hearing about metric measurement and then being able to
measure items in mm, cm, dm, and meters.

Standards: 5.MD.A.1 Convert among different-sized standard measurement units within a given
measurement system and use these conversions in solving multi-step, real word problems.

Purpose: We previously talked about metric measurement on Monday, but the students had a
hard time understanding how the powers of 10 worked along with converting. The purpose of
this lesson is for students to get a better understanding of metric measurements by doing hands-
on activities to see what a millimeter or the other measurements look like.

Academic Language: millimeter, centimeter, decimeter, meter, decameter, hectometer, and
kilometer (along with the same thing, just with grams and liters)

Materials: Millions to Measure by David M. Schwartz, Chart paper and markers, Metric
measurement powers of 10 table, meter sticks and rulers, measurement worksheets, the ELMO,
and pencils

Introduction/Opening:
To start the math, the students and I will think about what we learned the previous day. We will
talk about what we learned and how it might have been a little confusing for some of the
students. One thing we really talked about with the students was the acronym that we use for
metric measurement, so we can over that with the students.
King Henry Died Unfortunately Drinking Chocolate Milk (Kilo, hector-, deca-, unit, deci-,
centi-, milli-)
I will then explain to the students that we are going to read a book that will hopefully help the
students to better understand the metric system.

Lesson Sequence:
The lesson sequence for this lesson will start with the above. We will talk about what we learned
yesterday, and then I will read to them the book Millions to Measure by David M. Schwartz. The
reason that I am going to read this book, is that it really shows measurement in a different way. It
has the students thinking about different ways that items are measured. It also has concrete
examples of measurement, so the students are able to really see how long a meter is or how big a
millimeter is. For this, the students will come up to the front where they can see the book.
When we are done reading the book, I will keep the book open on the whiteboard to show what a
meter looks like. We will then continue on by looking at an anchor chart of the metric system.
The anchor chart will have the measurements in what looks like a staircase, so that they can see
the measurements in a different interpretation. As they go up the stairs, the measurement will

become bigger (meter to kilometer) and going down the staircase will be going down to a
smaller unit (meter to millimeter).
The next part of the lesson, I will show a table to the students on the ELMO. The table will display
the acronym that we are using to remember the different measurements in the metric system. It
also shows that depending on the base unit, the students will be multiplying by powers of 10. As
a class we will talk about the chart and how it may be helpful. We will talk about how it is
different from the anchor chart that was created, but how both will help the students to be
successful.
The last part of the lesson will be where the students are able to practice measuring with the
metric system. They will have a worksheet that will have them measuring different items or
thinking about what they know that could meet certain measurements. The students will be able
to do this in partners, especially so that they can share the meter sticks. By working together, the
students can talk about what the best unit may be to measure with and how they are going to get
their answer.

During small groups, we will start working on pages in our math books. We will work on share
and shows together and then the individual practice. This will allow me to see where the
students are with their understanding and if they need more time to understand the concept.

Closing of the Lesson:
At the end of the lesson, we will come back together as a class and talk about what was
measured. Depending on what the students measured, I will ask the students to think about what
the best measurement may be for certain items (if they were going to measure the thickness of a
textbook, what would they use).

Assessing/Checking for Understanding:
To check for understanding, I will walk around while the students are working within their
groups to see how they are doing and if they have any questions. If they get an answer that I am
not sure about, I will ask them how they got it or just to explain their reasoning. I will also check
for understanding based on small groups. Small groups will allow me to see who is able to do
what we have been learning and who may need a little extra help.

Strategies for successful transitions:
For successful transitions, the students and I are going to work on clapping, and where they clap
the rhythm back to me in order to get their attention and to be quiet. As we transition from
learning as a whole group to working with partners, I will ask students to find a partner first and
sit down with them. I will know when we are ready when the students are quiet. We will then
continue on with our partner work. We will also dismiss in different ways, so that the students
arent getting all up at the same time and there isnt chaos.

Classroom behaviors to reinforce:
In our classroom, there are a few students that like to blurt the answers. For this, we have a Blurt
Chart that will hopefully get students to stop blurting out questions, responses, etc. When they
blurt something, they have to go up and take a sticky note off by their name or I do. If they get
down to 0 sticky notes, there is a consequence, such as losing the tickets they have earned or
owing recess. There are some kids that also like to say inappropriate things. For this, we ask the
student if that is the right thing to say. If they keep saying disrespectful things or cant handle
themselves in our classroom, they are sent to a buddy room in order to calm down. When they

are calmed down and think they can handle themselves, they are able to come back into the class
and join the group. There are a few kids that I have to watch with their behaviors, so depending
on how they are doing that day, I may need to stand by them or let them know that they need to
start making better choices.

Other:
As observed last week, there are three kids that are a little further than we are, so for that
reason, they may decide to do what we are doing, or they may decide to get on FastMath or to
read a group that they get pulled out for. Depending on what they choose, they may be out in the
hall or sitting in the back of the room working quietly. There is also a kid that likes to sleep in our
class. We arent sure if he gets enough sleep at night and since it is a reoccurrence, we sometimes
let him sleep. Other times, we try to get him to stay awake. We will walk over and tap him awake
or we may just say his name in order to get his attention. This depends on if he had a good nights
sleep the previous night or not.