SIOP Lesson Plan

Date: May 21, 2017

Unit/Theme: Measuring with Non-standard Units of Measure
Grade/Class/Subject: 1st Grade/Mathematics
Standards:
 Pennsylvania Standards Aligned System (SAS): CC.2.4.1.A.1. Order lengths and
measure them both indirectly and by repeating length units.
 Pennsylvania English Language Proficiency Standard, Grade Level Cluster 1-3
(WIDA): English Language Proficiency Standard 1: English language learners
communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the
school setting.
 Pennsylvania English Language Proficiency Standard, Grade Level Cluster 1-3
(WIDA): English Language Proficiency Standard 3: English language learners
communicate information, ideas, and concepts necessary for academic success in the
content area of Mathematics.
Content Objective(s):
After this lesson students will be able to:
 Apply the concepts of “longer”, “shorter”, and “equal” in the context of length
measurement;
 Demonstrate how a nonstandard length unit can be used for measurement and
comparison, when they are placed end to end with no spaces; and
 Express the length of an object as a whole number of length units.
Language Objective(s):
After this lesson students will:
 Increase mathematics content area vocabulary;
 Describe how nonstandard measurements were performed;
 Classify measurements as either standard or non-standard through knowledge of key
measurement criteria;
 Compare lengths of objects through the use of key comparative vocabulary;
 Express knowledge of content understanding in written, oral or pictorial form.

Key Vocabulary: Supplementary Materials:

Measurement Vocabulary Sheet
Ordering
Standard Unit
Nonstandard Unit
Length
Compare
Longer than
Shorter than
Equal to
Continuous
Touching
Beginning
End
Same
Different
Accurate
Label

Materials: Higher Order Questions:

SmartBoard  Compare measurements of an object
YouTube clip using different non-standard units.
Anchor chart/Smartboard visuals When will these measurements be
Scavenger Hunt Worksheet different? When will they be the same?
Measurement Worksheet  How can using nonstandard units be an
Whiteboards and dry erase markers accurate measurement?
Linking cubes  Explain some possible errors when using
Paperclips nonstandard units.
Cheerios
Marshmallows
Pennies
Voice Recorder
Exit Ticket
Homework

SIOP FEATURES
Preparation Scaffolding Group Options
_x_Adaptation of content _x_Modeling _x_Whole class
__Links to background _x_Guided practice _x_Small groups
_x_Links to past learning _x_Independent practice _x_Partners
_x_Strategies incorporated _x_Comprehensible input _x_Independent

Integration of Processes Application Assessment

_x_Reading _x_Hands-on _x_Individual
_x_Writing x__Meaningful _x_Group
x_Speaking _x_Linked to objectives _x_Written
_x_Listening _x_Promotes engagement _x_Oral

Lesson Sequence:
1. To introduce the idea of measurement, gather the students on the carpet and watch
this YouTube clip on measuring with nonstandard units. This short, highly
graphical clip shows some common errors when using nonstandard units. It is both
verbal and visual, as it has text throughout and also demonstrates modelling
graphically. https://youtu.be/q8o7n-A0SC0

ELL students will benefit from the highly visual clip, which has all oral thoughts also
written out so that students can read what is being said. It is also very graphical and
demonstrates through visual modelling of the measurement task with a nonstandard unit
(paperclip). Key rules for using nonstandard units and common errors are written out,
stated verbally and are highlighted through modelling on screen.

2. After watching the YouTube introduction, use the Smartboard to go through the
attached slides to show what ordering is; how nonstandard units can be used to
measure objects and compare lengths when they are placed end to end; and that
answers are given as a number plus a unit of nonstandard measurement. These
could also be shown on an anchor chart, if desired (Appendix A). ELL students can
be given a sheet of key vocabulary terminology to refer to throughout this lesson.
This can contain L1 if needed in order to bridge the gap between language and
content knowledge (Appendix B)

ELL students will benefit from the visual pictures and succinct text in the slides/anchor
charts. The teacher can accommodate ELL students by covering up the answers in the final
slide and providing a longer wait time than usual after asking students to figure out how
many cubes long each object is. This will give them time to gather their answer and the
labeling vocabulary in which the answer is presented. ELL students will also benefit from
the key vocabulary sheet, which will help to clarify measurement-specific vocabulary as
well as how certain words are used in this context.

3. The teacher will model an example in front of the class, using key phrases from the
vocabulary list to show that students will be comparing objects to their pencil and
modelling longer than and shorter than. Next, ask the students to brainstorm with a
partner about what they can use to measure objects. This will be used to introduce
the concept of longer than/shorter than/equal to and nonstandard measurements.
Students are given a worksheet to engage with their partner in a measurement
scavenger hunt. They will find objects from around the classroom that meet the
comparison requirements on their worksheet (longer than, shorter than). (Appendix
C)

ELL students will benefit from being able to use their vocabulary sheet to understand the
key words of “longer than” and “shorter than.” Having the teacher model what is to be
done first will greatly improve their understanding of the task at hand. They also will
benefit from working with a partner who may speak their L1 or who is a more proficient
English speaker than they are when looking to find classroom objects. This could help to
increase vocabulary as they encounter different objects around the room to utilize. This
will also provide conversational opportunity in a smaller and less threatening environment
than in front of the whole class. Partner work with this task aims to utilize speaking and
written skills.

4. Students are given the worksheets with items on it. Several bins of nonstandard
units will be available for each table to use for their measurements (paperclips,
linking cubes, marshmallows, pennies, Cheerios). Students will take out their white
boards and a dry erase marker. The teacher will first demonstrate how she will
draw a card up front with one of the objects and that she will name a nonstandard
unit to use. In addition to naming the unit orally, she will hold up one of the linking
cubes, marshmallows, etc in order to visually show which unit they are to use. She
will then model how at their seats they are to measure the picture shown with that
specific unit and how they will then write the number + unit of measure onto their
whiteboard and hold it up. After modelling, the teacher will take turns drawing
 several of the cards one at a time and students will measure that object at their seat
and write how many unit long + the label onto their whiteboard and hold it up for a
fast formative assessment (Appendix D).

ELL students will benefit from a highly visual activity and modelling. In addition to
modelling the objects and the pictures being used for measurement, the teacher should be
mindful to orally relay the name of each item being used/measured in order to increase
vocabulary. This sort of scaffolded lesson will help to support students at first and
gradually remove the scaffold in order to promote independent learning. Using the
whiteboard approach, ELL students have the opportunity to work on their written English
skills and also have the benefit of seeing how peers respond first, if they are confused (or
forget to use the unit of measurement to label etc.). An increased wait time will allow ELL
students the chance to process information and determine how they will respond first,
before moving on to the next question.

5. As an exit ticket, hand out a half sheet of paper and give students to the option to:
(1) use the word bank to fill in the blanks, showing their understanding of the
properties of a nonstandard unit (Appendix E); (2) Draw a picture on the back to
demonstrate their understanding; or (3) Record their answer using a numbered
voice recorder and writing the number of recorder that they used on their exit ticket.
Properties should include:
 Nonstandard unit must be the same item for any single measurement;
 Nonstandard and standard units of measurement must be lined up with an end of the
item to measure for an accurate measurement;
 Nonstandard units must be placed end to end for accurate measurements;
 Answers are given as a number + the nonstandard unit of measurement label.

ELL students will benefit from having an option on how they would like to be assessed.
Some students may be stronger conversationally and others may be more comfortable with
written work. Others may not be comfortable with either but can demonstrate
understanding through a picture. The word bank instead of just having blank lines to
populate will increase the chance that an ELL student may attempt the written ticket. The
modification added for Low English Proficient (LEP) or Non-English Proficient (NEP)
students to draw an optional picture on the back of the exit ticket to demonstrate
understanding will make students of all proficiency level comfortable. If a student is not
understanding the options or assignment, L1 usage to clarify instructions can be used, if the
teacher or aide speaks the student’s L1.

6. Post exit-ticket, have students sit on the carpet and address any common errors seen
during the lesson. After again reviewing the summary of properties that students
should have noted on their exit ticket, have a few students come up to demonstrate
as a group, nonstandard measuring on the Smartboard via the following file that is
available for interactive classroom use:
http://www.harcourtschool.com/activity/length_strength3/

ELL students again will benefit by the interactive and graphic interface of this Smartboard
activity. They have the option of just observing if they desire. However, not having to
write anything other than a number and being able to manipulate the objects on the
Smartboard makes this an activity that is low-stress and may elicit participation by all
students.
Assessment:
Do an ungraded check of the students’ worksheets by walking around the classroom during
(3) partner learning, to see who still seems confused and who has met the objectives for
indirect measurement. Students will receive a star for doing the scavenger hunt activity.
Common errors will be noted for the whole group discussion towards the end of class.

Note student reasoning during individual work via whiteboard in (4) to see who is confused
and who is not. It should be noted that one common nonstandard unit of measurement is
chosen for each item, that units are placed end to end, that they are lined up with the
beginning of the object and continue to the end of the object and that answers are stated in
a number plus the nonstandard unit label. Common errors will be noted for the whole
group discussion towards the end of class.

The exit ticket in (5) will gauge understanding of the concept and can be collected for data
gathering and later review of errors. This assessment can be used to determine if the
students seem to understand the lesson or if it needs to be reviewed through intervention.

Students will bring home the nonstandard foot measurements worksheet and complete at
home to reinforce the nonstandard measurement concept. Results will be brought to school
the next day and will be used to compare and summarize our results class-wide using
tables/charts and as an opening activity for the next unit on interpreting data: CC.2.4.1.A.4
Represent and interpret data using tables/charts. (Appendix F). This again will be a
demonstration of understanding and will feed directly into the next lesson.

ELL students will benefit from having more than one method of assessment at several
points during the lesson to gauge understanding. The exit ticket gives them the option on
how they would like to demonstrate their understanding, which is beneficial for ELL
students who may be stronger conversationally or graphically; they can choose they area
strength in order to show understanding through assessment.

Language objectives have the ability to be strengthened through assessment of content area
knowledge as well as through the conversational interaction with partners and as a class.
Language objectives can be demonstrated through reading, writing, speaking and semiotic
depictions of understanding.

Reflections/Self-assessment:

Success of my lesson will be able to be seen as I integrate a variety of whole group, partner
and individual activities throughout the lesson. As I circulate the room and formatively
assess students as they work, I will be able to see where students show confusion and need
further scaffolding or modelling. The exit ticket and homework sheet will be written data I
can collect that will show who understands the lesson and where there is still confusion. I
will know that content and language objectives were met when students are able to perform
the measuring with nonstandard units task and can also apply content-rich mathematics
vocabulary into their work and conversations. If students are still confused, I can make the
decision about whether I need changes to my entire lesson plan or if I possibly need to
work with students individually to further clarify the concepts.
Self-reflection questions:
  Did I provide ample time to complete each activity?
 Was my wait time sufficient for ELL students to process what was being asked and
to apply prior knowledge to construct new knowledge?
 Did anything confuse the class as a whole that should be altered in my plans?
 Should I do anything differently next time?
 Were my visuals, scaffolds and modelling sufficient to meet ELL learning needs?
 Did the students meet their content and language objectives?
 Do I have sufficient assessment data to show understanding or confusion?

References:

K-5 Math Teaching Resources (2015-2017). Nonstandard Units. Harcourt School

Publishers. Retrieved from http://www.harcourtschool.com/activity/length_strength3/

Pennsylvania Department of Education (2007). Pennsylvania English Language Proficiency

Standards (WIDA).

Pennsylvania Department of Education. Pennsylvania Standards Aligned System (SAS)

(2017). Retrieved from http://www.pdesas.org/default.aspx.

Teaching Without Frills (2015). Introduction to Non-Standard Measurement for Kids: Using
Paper Clips to Measure. Retrieved from https://youtu.be/q8o7n-A0SC0
Appendix A:
Appendix B:
Appendix C:
Appendix D:
Appendix E:
Appendix F: