SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)
From: http://www.pdesas.org/module/content/resources/4593/view.ashx

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

DETAILS
Justin Crotti
Math
4
90 Minutes
CC.2.4.4.A.1 Solve problems involving measurement and
conversions from a larger unit to a smaller unit

CK

M04.DM.1 Solve problems involving measurement and conversion of

measurements from a larger unit to a smaller unit

Formal Evaluation
Summative- The students will be tested on the
information at the end of the unit on measurements.

Formative- Check students ability to accurately

measure to the nearest inch and centimeter on the
Measuring Lines worksheet.
Use an exit ticket for a final check on students
understanding at the end of the lesson.

Informal Evaluation
Monitor student responses during the Attribute Pictures
activity (M-4-1-1_Attribute Pictures.doc) and use this
information to decide if additional practice or challenge
is warranted.

Facilitate students responses to questioning and use

this feedback to determine if a change in strategy is
necessary.

Objective
A-B-C-D

With a ruler, the students will be able to measure items

to within of an inch with 100% accuracy.

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

The level of Blooms is applying. The students will be

applying their skills with a ruler.

Through the whole lesson, the students are engaged

using rulers to measure items.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
When the students walk in the following will be written
on the board What are some ways that we can measure
the distance from your desk to the door?
Hook/Lead-In/Anticipatory Set
In todays lesson we are going to explore the concept of measurement. We
can measure different objects based on an objects attributes. An attribute is a
characteristic of an object. For example we can measure an objects length,
width, height, mass, capacity/volume, area, and temperature. We also can
measure time. Measurement of different attributes is done using different tools
like a ruler, scale, thermometer, or clock, along with different units like inches,
pounds, degrees, or minutes.

CK

There are different units of measurement we can use based on an objects

attributes. You would not necessarily want to measure the length of a piece of
notebook paper with the same unit of measurement as you would to measure
the length of a football field. Just like you would not necessarily want to
measure the mass of a paper clip using the same unit of measurement as you
would to measure the mass of an elephant. Lets look at a few pictures and
decide what attribute of the object you can measure, and what unit of measure
you could use.
Explicit
Instructions
Big Ideas
Essential
Questions

Big Idea Statement

Measurement attributes can be quantified, and estimated using customary and non-customar
units of measure.
Numerical quantities, calculations, and measurements can be estimated or analyzed by using
appropriate strategies and tools.
Essential Questions

What does it mean to estimate or analyze numerical quantities?

When is it appropriate to estimate versus calculate?

What makes a tool and/or strategy appropriate for a given task?

Why does what we measure influence how we measure?

In what ways are the mathematical attributes of objects or processes

measured, calculated and/or interpreted?

How precise do measurements and calculations need to be?

Key Vocabulary

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Area: The number of square units needed to cover a flat surface.

Estimate: A rough judgment or calculation.

Mass: The amount of matter that makes up an object. Typically

measured in grams.

Volume: Measure of how much space is contained within, or occupied

by, a
three-dimensional shape.

Weight: The amount of gravitational force applied to an object.

Typically measured in pounds.

In the next part of the activity we are going to actually measure some
objects. We will focus on the attributes of length and width. We will use a
ruler as our tool to measure. The units we will use are inches and
centimeters. Remember there are two commonly used systems of
measurement: the U.S. customary units of measure and the metric system
of measure. Inches are a part of the U.S. customary system, while
centimeters are a part of the metric system. The United States is one of
very few places in the world that uses the U.S. customary units of
measurement. Most of the world uses the metric system of measurement.
Be sure each student has a ruler that has inches and centimeters. Model using a
ruler and explain to students the following:

A ruler is a tool to measure length.

A ruler is usually 12 inches in length, or one foot.

A ruler may also be marked in centimeters.

A ruler has a starting point. Sometimes it is the edge of

a ruler and sometimes it starts with 0. It depends on
how the ruler is labeled. The starting point needs to be
checked each time you use a different ruler.

Using the Inch Ruler (M-4-1-1_Inch Ruler.doc) show students how the ruler is
divided into different units of length. Begin with the customary unit of
measure. Show the markings for an inch, half inch, and quarter inch. To
reinforce this concept you can use the Blank Ruler (M-4-1-1_Blank Ruler.doc)
to review the markings without the labels. Remind students that there are other
markings on the ruler that can be used to measure to the nearest eighth inch
and sixteenth inch but at this time, students are only responsible for
understanding the quarter-inch markings.
Remember that an inch can be divided into halves and fourths. Lets
assume this piece of paper I am holding is 1 unit long. For now, lets
pretend the paper represents 1 inch. (Use any sheet of blank white paper.)

If I fold the paper in half and then unfold it, the crease represents the
inch mark. The 1 (or numerator) represents the part, and the 2
(or denominator) represents the number of parts that make a whole. Now
if I fold the sheet of paper back in half and then fold it in half again, this
means I am dividing the inch into fourths, quarters, or 4 equal pieces.
Notice when I unfold the piece of paper now, I have two new creases. The
first new crease represents
inch. Notice how the
inch
crease could also be labeled inch. There is still one crease not labeled; this
third crease represents inch.

At this point it may be beneficial for students to repeat this activity

individually. Give them some time to complete the task. It does not matter
what size paper students use. Just remind students that the piece they are using
represents an inch, and it is not to scale. If students do use the same size paper
they can put their pieces side by side to see the pattern of how a ruler is
constructed.
Each inch on a ruler has similar markings. The length of the markings
on the ruler can help you to identify the measurement of an object. For a
half inch, the inch is divided into two equal sections, so look for the
marking in the middle of the inch markings. For a fourth inch, the inch is
divided into four equal sections. So look for the shorter markings between
the inch and half inch markings. Centimeters can also be divided into
smaller sections, called millimeters. Each centimeter has 10 millimeters,
which are shown as 10 small marks in between each centimeter on a ruler.
When measuring lengths in centimeters, it is often best to give your
answer to the nearest whole centimeter, plus any additional millimeters.
Measuring objects takes practice.
Give each student the Measuring Lines worksheet (M-4-1-1_Measuring Lines
and KEY.doc). Remind students to measure to the nearest inch or millimeter
depending on the directions. While students are working, monitor for accuracy.
Provide
on-the-spot remediation for those students who may not be correctly or
accurately using a ruler. To assess understanding, ask students questions
similar to the ones listed below while they are working.

Where is the starting point on your ruler? How do you

know? (depends on the ruler; either the left edge or the
first marking)

If you are measuring length in inches, which side of the

ruler do you use? What about centimeters? (the inch
side; the centimeter side)

What steps do you take to measure the length of a line

to the nearest inch? (First count how many full inches

the length spans. Then measure the remaining part by
looking at which quarter mark () the length is closest to.)

How do you know which is the nearest inch? (Look at

the quarter mark () that the end of the line you are
measuring is closest to.)

How do you know where inch is located? (the middle

mark between 0 and 1 inch)

If you wanted a line that measured inches long, where

would that be on your ruler? (past the 5-inch mark, to
the third-quarter mark before the 6-inch mark)

When using centimeters, how can you measure to the

nearest millimeter? (First count how many full
centimeters the length spans. Then count the millimeter
tick marks until you have reached the end of the line
you are measuring.)

If you wanted a line that measured 3 centimeters long,

where would that be on your ruler? (at the 3-centimeter
mark, halfway in between the 2- and 4-centimeter
marks)

Adaptations/Accommodations for Students with Special Needs

An adapted ruler that enables students with physical
disabilities to easily hold the ruler.
For students with visual impairments, larger lines will be
measured. Magnifying glasses will be provided as well.
Materials
(reading,
technology,
equipment,
supplies, etc.)

ruler (with quarter inches and centimeters)

yardstick (optional)

white sheet of blank paper

Attribute Pictures (M-4-1-1_Attribute Pictures.doc)

Inch Ruler (M-4-1-1_Inch Ruler.doc)

Blank Ruler (M-4-1-1_Blank Ruler.doc)

Measuring Lines worksheet (M-4-1-1_Measuring Lines

and KEY.doc)

Conversions for Linear Measure worksheet (M-4-1-

1_Linear Measure Conversions and KEY.doc)

Closure

Exit Ticket (M-4-1-1_Exit Ticket and KEY.doc)

Conversion Task Card (M-4-1-1_Conversion Task

Card.doc)

Summary & Review of the Learning

Today we focused on measuring the length of objects to the nearest inch
and nearest centimeter (with millimeters). Using and reading your ruler
correctly is important to get an accurate measurement of length.
Homework/Assignments
The students will be asked to measure 6 items around
their home. They are to write down the item and the
measurement to the nearest of an inch.

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?