T&L Instructional Plan Template

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Audrey Hamill
Date: 3/30/2016
Cooperating Teacher: Trisha Doumit
Grade: 4
School District: Pullman School District School: Jefferson Elementary School
University Supervisor:Lori White
Unit/Subject: Math; Measurement
Instructional Plan Title/Focus: Measurement Review

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: This lesson was taught at the end of a unit on measurement as a
review of the whole unit. The goal of the lesson was to help students build on a conceptual
understanding of metric and standard measurements through a series of stations. These stations
included both hands-on review activities and rich tasks aimed at helping the children to apply what
they had learned about measurement over the course of the unit.
State/National Learning Standards:
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.
CCSS.MATH.CONTENT.4.MD.A.2

Use the four operations to solve word problems involving distances, intervals
of time, liquid volumes, masses of objects, and money, including problems
involving simple fractions or decimals, and problems that require expressing
measurements given in a larger unit in terms of a smaller unit. Represent
measurement quantities using diagrams such as number line diagrams that
feature a measurement scale.
1. Content Objectives (to be copied in Assessment Chart below) and alignment to
State Learning Standards:

1. SWBAT demonstrate understanding of the relative size of smaller units within larger units (e.g.
inches within feet, milliliters within liters, etc.)
2. SWBAT differentiate between customary and metric measurements.
3. SWBAT solve problems involving measurements.
Aligned standards: CCSS.MATH.CONTENT.4.MD.A.1;CCSS.MATH.CONTENT.4.MD.A.2
Language Objectives:
1. SWBAT use Latin roots found in metric measurements to infer their relative size.
Aligned standard:
CCSS.ELA-LITERACY.L.4.4.B

Use common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word (e.g., telegraph, photograph, autograph).
1. Previous Learning Experiences: Prior to this lesson students completed a unit on
measurement that lasted multiple weeks.
1. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): The one student in the class who is on an IEP was out of the room
for this lesson. There are two other students with 504 plans; however, their visual and hearing
impairments were not of much concern in this lesson because most of the lesson occurred in
small groups where they could easily see the materials and hear their classmates. To
accommodate for a variety of learning styles I created a variety of activities that included
both hands-on activities and rich problem-solving tasks.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives

Assessment Strategies

SWBAT demonstrate understanding of

the relative size of smaller units within
larger units (e.g. inches within feet,
milliliters within liters, etc.)

Informal: As students work, I will check in on

the station where students are using measuring
cups to determine questions such as How
many milliliters are in a liter?, to see whether
or not they have accomplished the task.
Formal: Students will be assessed formally with
a written test on standard and metric
measurements.

SWBAT differentiate between standard Informal: As students work, Trisha will check
and metric measurements.
in on the station where students are completing
a sorting activity using metric and standard

measurements and assess whether or not they

have accomplished this task.
Formal: Students will be assessed formally with
a written test on standard and metric
measurements.
SWBAT solve problems involving
measurements.

Informal: As students work, Trisha will check

in on the station where students are solving rich
measurement tasks to see if students are
successfully accomplishing the task.
Formal: Students will be assessed formally with
a written test on standard and metric
measurements.

SWBAT use Latin roots found in

metric measurements to infer their
relative size.

Informal: During our closing discussion, I will

ask students what the prefixes used in common
metric measurements mean to informally assess
how well the students are able to use Latin
roots to determine meaning and infer relative
size.
Formal: Students will not be formally assessed
on their ability to use Latin roots to determine a
metric measurements relative size; however,
this skill may help students to do well on the
test.

g. Student Voice:
h.
Grouping of Students for Instruction: Students will complete the lesson in small
groups of approximately five students.

Section 2: Instruction and Engaging Students in Learning

1. Introduction: I will begin this lesson by introducing each station; I expect students
will be interested in the stations when they come into the room and therefore it will act as its
own hook.
1. Questions:
a. How do you know how many milliliters are in a liter? If you didnt
know and you couldnt look it up online or ask a friend, how could you find out?

b. Did you find any objects in the scavenger hunt that were the same
size? Did you know right away that the object was the same size by looking at the
measurements in inches or centimeters, or did you have to measure it?
c. What is the root of a word? Whats a prefix?
d. What does the prefix milli mean? Based on this, how many milliliters
do you think there are in a milliliter?
e. Why is it important that we know both standard and metric
measurements?
f. Do you need to measure every single item in the scavenger hunt bin
to find one thats the right length or can you eliminate some of the options first using
your number sense?
1. Learning Activities: Describe what the teacher will do and say and students will do
during the lesson. Write it as a procedural set of steps in the left column of table below. On
the right, refer to a supporting learning theory or principle driving that activity and/or your
rationale for doing what you are doing.

Learning Steps and Activities

Station 1: Measurement Scavenger Hunt

(Measure the Treasure)
Using the measurement scavenger sheet
provided, students will search through a
bin of random items until they find an
object of the appropriate length.

Supporting Theories/Principles
(Why are you doing what you are
doing?)
Vygotskys Theory of Sociocultural
Learning
Cooperative Learning Theory
Supports kinesthetic learning

Include objects from students homes SJP,

CRT
Station 2: Rich Tasks
Working in small groups, students will
read and solve word problems that require
them to think critically about measurement
concepts.
Create rich tasks which incorporate social
justice issues
Water station: Distance problem about how
far someone has to walk to get water, a
volume problem about how much water a

Vygotskys Theory of Sociocultural

Learning
Cooperative Learning Theory

family who cannot afford municipal water

is able to collect from rainfall, a volume
problem about how much water is wasted
in the average American home, etc. TA,
SJP
Station 3: Capacity Station
Using rice and measuring cups, students
will determine how many of one unit fits
into another. Then, students will complete
a similar task using liquid.

Vygotskys Theory of Sociocultural

Learning
Cooperative Learning Theory
Supports kinesthetic learning

Create recipe task?? CRT, SJP

Station 4: Standard/Metric Sort
Students will sort standard and metric
measurements written on cards into
different groups. Students will then be
asked to justify their groupings.

Vygotskys Theory of Sociocultural

Learning
Cooperative Learning Theory

Have students sort recipes and scenarios

from different parts of the world
SJP, CRT, TA
1. Closure: This lesson will end with a group discussion of what was learned at the
stations. At this time, students will compare their answers and are responsible for coming to a
consensus about each answer. Then to end the lesson I will play a fly swatter game with the
students where students make two teams, Team Metric, and Team Standard, and line up
at the whiteboard. On the whiteboard a variety of measurements are written. When I call out
one of the measurements conversions, students must find the measurement on the
whiteboard and hit it with the flyswatter. The student who finds the measurement first wins a
point for his or her team.
1. Independent Practice: Measurements are everywhere. We use them at the grocery
store to compare prices, we use them in recipes, we use them to build, the list goes on and on.
If weve done our job well and made learning about measurements meaningful to students,
they should continue to practice what theyve learned about measurements over a lifetime.
1. Instructional Materials, Resources, and Technology:
Station Worksheets:

Measure the Treasure

Find an object in this box that is approximately, or about, 6 centimeters long. What is it?

Find an object in the box that is 19 centimeters long. What is it?

Measure the same object in inches. How long is it?

Find an object that is 4 cm long. What is it?

Find an object that is 18 centimeters long. What is it?

Find an object that is 27 centimeters long. What is it?

Can you find another object that is 27 centimeters tall? Hold the two objects up to compare.

Can you find an object that is about an inch and a half long?

Can you find an object that is about 10 cm long? What is it?

Can you find an object that is approximately 16 cm long? What is it?

Were any of the objects you found the same?

Capacity Station
Using the rice and measuring cups at this station can you find out:
How many teaspoons (tsp) are in one tablespoon (Tbsp)?

How many ounces (oz) are in one cup?

Then, using liquid and measuring cups at this station can you find out:
How many milliliters go into one liter?

How many pints are in one quart?

How many cups are in one pint?

If you have extra time, try and answer the following question:
Do the same number of ounces filled with a solid (rice) go into one cup as ounces filled with a
liquid (water)?
Acknowledgements: n/a