ED 345 Calvin College Lesson Planning Form

Teacher:
(Unit 7)

Kelsey Wilkie

Date: Lesson 6

Subject/ Topic/ Theme: Math

I. Objectives
What is the main focus of this lesson?
This lesson is the transition of fractions to showing data in the form of measurement. We will be focusing
on using different units to measure an object. We will also be focusing on organizing objects in order by
longest to shortest.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson takes our topic of fractions and transitions to showing data in the form of measurement. This
continues to follow our unit of shapes, fractions, and measurement.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
I Can
Put objects in order from longest to shortest.
Measure a given object using many different units.
Common Core Standards:

CCSS.MATH.CONTENT.1.MD.A.1

Order three objects by length; compare the lengths of two objects indirectly by using a third
object.

CCSS.MATH.CONTENT.1.MD.A.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.

II. Before you start

Prerequisite knowledge
and skills.

Basic number sense

Understanding of counting and 1:1 correspondence
Previous knowledge of shape attributes.
Understanding of 2D shapes
Previous knowledge of fractions and how they are written and displayed.

Informal:
During the whole group lesson, I will be posing discussion questions
to the group about shapes and will be listening and taking mental
notes of their answers
Observation of them when we are in our small group workshop.
Formal:
The students will be working on a worksheet as an activity that will
be turned in and checked for understanding.

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

Options for Perception

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest

The students will be saying the answers,

writing them down, as well as drawing
them out.

The students will be able to

measure lines using different
objects within the classroom.

The students will be moving

around the room to find units (or
objects) to measure lines with.

Options for Language/Symbols

Options for Expression

Options for Sustaining Effort &

Persistence

Students are writing the numbers, saying

them, as well as drawing them out. This
allows them to connect the meaning
behind a number. (1:1 correspondence)

The students will be able to

choose what they want to use to
measure lines within the
classroom.

Options for Comprehension

Options for Executive Function

Options for Self Regulation

The students are given the opportunity to

be introduced to the materials in a whole
group mini lesson, and then are placed
in a small group where the topic is zoomed
in much more.

The students will be given the

opportunity to hear a minilesson, and then test out the
concepts they were just taught.
They will also have a chance to
work in a small group with the
teacher to solidify the concepts
they just learned and practiced.

The students will be

independently working on a
worksheet/activity that allows
them to stay focused, not
distracting other, and doing what
they need to be doing.

RECOGNITION
Multiple Means of Representation

We will also come back together

as a whole class at the end of the
workshop to create an anchor
chart and wrap up what we
learned.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Handouts
ELMO
Whiteboards, markers, erasers,
Projector
Paper clips
Linking cubes
Pretzel sticks

We will be doing everything in a

workshop format, meaning the
students will be changing
activities every so often, which
will help keep them focused and
engaged.

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

N/A The classroom will be set up as it usually is. We will be having a math
workshop time, so the students will be moving around the room to different
stations throughout math time.

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
To begin the lesson, I will put different objects from around the room under the ELMO
(of varying lengths) and have volunteers come up and and organize them in order
from longest to smallest.
Then I will ask the students if they can look around the room and find objects that
are longer or shorter than my Expo marker.
The students will have the opportunity to come up to the ELMO to compare
the lengths of the object they found to my Expo marker.
So, how can we measure an object without using a ruler?
Then, I will pull out some paper clips and ask the students if they can measure my
Expo marker using these paper clips.
I will ask a volunteer to come up and show me how to do that under the
ELMO.
Can you measure it using anything else in the classroom?

Then I will introduce the math workshop stations and gradually release the students
to their stations.
Developm
ent

Leveled Group:
All groups
o Using different units of measure to determine length
paper clips
pretzels
linking cubes
straws
o Putting objects in order of longest to shortest
using the objects used to measure with and ordering them in
order from longest to shortest
Chrome Book:
iReady Math
Activity:
See attached worksheets.
A bell will ring to signal a change in rotations, and the students know that they need
to use their whisper voices when transitioning from one station to the other.
The students may eat the pretzels at the end of their small group lesson.

At the end of the lesson, we will come back together and go over the I can
statements we began the lesson with. We will then share 3 things we learned, 2
things we found interesting, and 1 question we still have.
Closure

Then we will add our I can statements to our learned portion of the KWL.
Then we will put our materials away and prepare ourselves to go to one of our
specials.

Your reflection on the lesson including ideas for improvement for next time: