USF Elementary Education Lesson Plan Template (S 2014)

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What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Name:

Lesson Content
MAFS.4.MD.1.1 :Know relative sizes of measurement units within one system of units
including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement,
express measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches
listing the number pairs (1, 12), (2, 24), (3, 36), ...
MAFS.4.MD.1.AP.1a: Within a system of measurement, identify the number of
smaller units in the next larger unit.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written

How can you use models to compare customary units of length?

How can you convert units of measure from larger units to smaller units?
How can you convert units of measure from smaller units to larger units?

Solve problems involving measurement and conversion of measurements from a

larger unit to a smaller unit.
Use the correct metric system units to measure different distances.

Convert between customary units of measure using factors and multiples.

Compare and order given customary units of measure.

Solve real-world problems involving conversion of customary units of

USF Elementary Education Lesson Plan Template (S 2014)

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in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Name:

measure.

To help students understand about yards, feet and inches by comparing their sizes.
Learners will learn how to convert length in customary measurement by
multiplication and division

1. Which is the smaller unit, an inch or a foot?

2. Which is the smaller unit, a yard or a foot?
3. Which is the greater unit, an inch or a yard?
4. What tool could be used to measure the basketball court?
5. What would be a unit of measure to use to measure the carpet? Why?

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

Summative:
Collect students Around the Room Sheet/ Task card Sheets.
What Content Knowledge
is necessary for a teacher
to teach this material?

Multiplication is used to convert a larger unit of measure to a smaller unit

Division is used to convert a larger unit of measure to a smaller unit
Multiplication is used to convert smaller units of measure to larger units of measure.
Division is used to convert smaller units of measure to larger units of measure.

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

The area model for multiplication

Friendly multiples for division
How to use a Ruler
Customary Measurement

What misconceptions
might students have about
this content?

Measurement sizes
Students may multiply by the wrong number when comparing units of length
Example:
2 yards> 6 feet because 2 yards X 12= 24 feet and 24 feet> 6 feet

USF Elementary Education Lesson Plan Template (S 2014)

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Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?

Name:

Lesson Implementation
Customary Units of Length Power Point Note Taker
Customary Units of Length Note Taker worksheet.
4 Centers
1. Converting Measurement Task Cards
2. What would you use/ T-chart
3. Make your Number Line
4. Around the Room: Measure 6 items around the room; convert to inches, feet, yards
Time

Who is
responsibl
e (Teacher
or
Students)?

Teacher goes over notes and students fill in the blanks to the
worksheet note taker.
Essential Question:
- What are the relative sizes of measurement units?
- What strategies can I use to convert
measurements from one customary unit to another?
Customary Units of Measurement refers to the units we use to
measure in the United States.
Length is how long an object is.
The units we will use for customary units of liquid volume include
the following:
feet
inches
yard
We measure length using a ruler or yard stick

Teacher : Let's draw lines on your notes sheet to match each unit of
liquid volume with the appropriate sized container.
Students:
Inches------- paper clip
Foot -------- Ruler

USF Elementary Education Lesson Plan Template (S 2014)

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What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Name:

Yard-------Yard Stick
We can use our hand and arm to remember these sizes.
Inch approximately the length from the tip of your thumb to your
1st knuckle
Foot approximately the length from your wrist to elbow
Yard approximately the length of your arm span
Use this chart to understand the relationship between the units of
length.
(Provide students with chart)
Steps to convert customary units of liquid volume:
Step 1: Look at the 2 different units that are being compared and
write the conversion from your cheat sheet.
For example
5 feet = _______ inches
Since feet and inches are being compared, we would write 1 foot =
12 inches from our conversion chart.
Step 2: Ask yourself "are the units going from small to big or big to
small"?
For example:
5 feet = _______ inches
Feet are bigger than inches, so you are going from big units to small
units
Step 3: If you are going from big to small you multiply.
** We can remember big to small = multiply by remembering
Big Scary Monsters
If you are going from small to big you divide.
** We can remember small to big = divide by remembering
Small Brown Dog

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

Step 4: Now, using all of that information, we can either divide or

multiply with the 2 numbers we have.
5 feet = _______ inches
- Conversion: 1 foot = 12 inches
- Units are going big to small
- Big to small = multiply (big scary monster)
- Multiply the two numbers we're given (the numbers in red above)
5 x 12 = 60
5 feet = 60 inches
Practice with Students:
3 yards = ______ inches
24 inches = ______ feet
6 feet = ______ inches
9 feet = ______ yards
Student Centers:
1. Converting Measurement Task Cards
2. What would you use/ T-chart
3. Make your Number Line
4. Around the Room: Measure 6 items around the room; convert
to inches, feet, yards

Students return to desk and answer 5 questions:

1. Which is the smaller unit, an inch or a foot?

2. Which is the smaller unit, a yard or a foot?

USF Elementary Education Lesson Plan Template (S 2014)

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Name:

3. Which is the greater unit, an inch or a yard?

4. What tool could be used to measure the basketball
court?
5. What would be a unit of measure to use to measure the
carpet? Why?

What will you do if

a student struggles with the content?

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

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Meeting your students

needs as people and as
learners

Name:

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?

If applicable, how does this lesson connect to/reflect the local community?

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

How will you differentiate instruction for students who need additional
language support?

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Theywilleachbepairedwithapartnerwhoisahigherlearnersothattheycanlearnandbeguidedalongtheway.

Materials
(What materials will you use?

Mrs. Hoffman, Ms. Calderon

Construction paper

Theteacherwillleadastationsothestudentscanreceiveextrainstruction.Shewillaskthestudentsquestionstotesttheir
knowledgeofwhattheypickedupduringthelesson.Dependingonknowledge,theteacherwilleitherusethereteaching
modelbeloworjustskiptoextrapracticewithscaffolding.oTheywillreceiveamodifiedversionoftheassessmentslip.

USF Elementary Education Lesson Plan Template (S 2014)

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Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Scissors
Glue
Worksheets

Name: