UNLV/Department of Teaching & Learning Elementary Lesson Plan

UNLV Student: Yashmeeta Sharma PSMT Name:

Lesson Plan Inch by Inch Lesson

Plan Lesson Plan Topic: Math
Title:

Date: 1hour and 20 minutes

Estimated Time:

Grade Level: 4th grade Charlotte and Jerry Keller ES

School Site:
Key Vocabulary: Denominator= the number below the line in a common fraction; a divisor

1. State Standard(s):
4.MD.1
Within a single system of measurement, express measurements in a larger unit in terms of a
smaller unit.
CCSS.Math.Practice.MP5
Use appropriate tools strategically.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing
their own clearly

2. Teaching Model(s):
-Students will watch teacher model
-Students will model with each other
-Verbal practice prior to independent work.
-Grade appropriate practice

3. Objective:
SWBAT demonstrate understanding that a fraction can be represented as part of a linear region
and measure fractional lengths using a standard ruler.

4. Materials and Technology Resources:

Video, classroom objects, ruler, and tracking sheet
5. Instructional Procedures:

a. Motivation/Engagement: TW show a video of a book called inch by inch by Leo

Lionni. This book involves the author showing a variety of animals and measuring a part of
them.

b. Developmental Activities:

Presentation (I DO):
As the video continues, TW pause and record the information on an anchor chart of what
the students think the measurement is. After recording, TW ask students if there are any
agreements/disagreements and to talk amongst their group. After student to student discourse,
students will share whole group. After this, teacher will reveal the measurements. TW have
students pair up and decided who is person A and person B. TW will give explicit directions to
students on how to conduct their own measurements. If there are no questions, TW release
students to measure objects around the classroom.

Guided Practice (WE DO):

For the first measurement, person A has to guess the measurement and person B will write it
down, measure it, and put the measurement of the object down. The second object, the roles will
be reversed. This will continue until the pairs have 10 objects in their measurement tracker.
Students must say what the measurement is in feet therefore they will be required to convert it.

Application (I do)
Pairs will go out to the playground and measure
-Pairs that had 9 or more predictions done correctly will pair up with students that had 8-7
predictions done accurately.
-Pairs that had 6-5 predictions correctly will pair up students that predicted 4-3.
-Pairs that had 2-1 predictions done correctly will discuss with work in small group with teacher.

c. Closure: TW will talk with students in WG on why it is important to be able to make

predictions on measurements as well as being able to convert them.

d. Extension: The goal of this lesson is show the real-world relevance of our work in class.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Students will have an anchor chart of inches to feet conversion and calculators to make
the conversions.

7. Assessment and Evaluation of Learning:

 a. Formative: Student will use receive an exit ticket after the independent practice. They
utilize self-assessment tools to determine if they are experts, practitioners, apprentices, or
novices. Experts and practitioners will then solve a word problem on their own. Apprentices will
pair up with other apprentices with two different word problems for each apprentice. Novices
will work with me in the back with the same word problem.
b. Summative After the end of the week they will be asked to convert measurements,
describe the real word relevance, and estimate whether they should use yards, feet, or inches to
measure certain objects.

8. Homework Assignment:
Expert and practitioners will do all the problems from the homework assignments. Apprentices
will do two of the problems. Novices will do one. Students can choose which problem they
would like to do for homework.

9. Reflection:
a. Strengths: Students were able to use the tools effectively.
b. Concerns: Students are having difficulty converting therefore this indicates that
fractions will be difficult as well.
c. Insights: Our goal for the remainder of the week will be to practice math lessons and
to look at the real-world relevance. It is more intrinsically motivating if my students can see the
why behind the lesson.