Lesson Plan Outline for Teaching with Technology (Games)

Your Name
Academic Subject
Jennifer Kern
Grade 4 Math Measurement
Standards: State and/or Common Core
CCSS.MATH.CONTENT.4.MD.A.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.
Subject(s) of the lesson

Prerequisite Knowledge: What do they need to know? What will

you have them recall?

Measurement converting
metric

Students would have been previously exposed to both metric and

customary units of measurement. At this point, they understand the
differences and are able to choose an appropriate or approximate
measure when provided a given object. Students have also been
exposed to the basic conversions of metric measurement (i.e 100
cm = 1 m).
Content Describe in a paragraph. You can also add an outline.
One of our math units focuses on measurement, both customary and metric. For this unit, students
will first become familiar with metric units for capacity, length and mass. Once they have developed
this understanding and can state similar conversions (for example, 1,000 g = 1 kg) we will introduce
this lesson.
List the objectives for this lesson. They should include what the students will learn from your
instruction
SWBA to understand metric units of measurement and determine accurate conversions between
the different units.
How will you teach the content? Details help. Include the game(s), what do you do before the
games and how do you follow-up.

First, T will ask S to recall/review the associated units for metric measurement in relation to
mass, capacity and length.
S will be asked to turn and talk with a neighbor to brainstorm examples of each, that will be
shared together whole group; to help T monitor S accuracy and understanding.
Next, S will be asked as well to recall the various equivalent conversions. For example, ___
grams = 1 kg; or ____ ml = 1 L. S will be prompting with additional T support as needed.
T will then model how to determine the appropriate conversions between the various units;
two ways.
1. First, T will introduce and model the method of setting it up as a fraction and
multiplying across the numerator and denominator.
2. Second, T will introduce and model the concept of multiplying or dividing depending
on the specific conversion.
S will complete guided practice problems to monitor S understanding and clear up any
misunderstandings or confusion.
S will then visit the following website/game to practice converting metric measurement
http://mrnussbaum.com/soup-play/
1

Additional materials you will use and how will you use them.

Game
Indp. Practice worksheet (differentiated based upon needs)
Smart board- for modeling/guided practice.

Evaluation Strategies
I would be evaluating S understanding by their accurate completion of the indp. activity.
S would be self-evaluating their accuracy in the game, based upon which answers are
circled/highlighted as it would mean they need to be changed.
Are they meeting the objective? - Do they understand metric measurement? Can they
determine accurate conversions?