USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

Lesson Content
What Standards (national
or state) relate to this MAFS.3.MD.2.4.: Generate measurement data by measuring lengths using rulers marked
lesson? with halves and fourths of an inch. Show the data by marking a line plot, where the
(You should include ALL horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or Measuring and Graphing Length
essential question that you
want students to come away Essential Question: How to you represent measurements that are in between whole
with? In other words, what, inches?
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to SWBAT create their own rulers, measure objects around the room, and discover the
do after this lesson? Include relationships between inches, half inches, and quarter inches.
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale
Address the following Students already know how to measure length in inches from previous units. Expanding
questions: on prior knowledge and recent units on fractions, students will discover the measurement
Why are you teaching this relationships between whole inches, half inches, and quarter inches through the creation
objective? of their own rulers.
Where does this lesson fit
within a larger plan? After this lesson, students will be introduced to line plots. The data gained from this
Why are you teaching it activity will eventually be graphed on a line plot.
this way?
Why is it important for It is important for students to learn this concept to be able to record accurate
students to learn this measurements.
concept?
Evaluation Plan- How will
you know students have -Use of HOT Questions
mastered your objectives? -Worksheet or measurement of classroom items
-Creation of Personal Rulers
Address the following: -Class discussion and observations
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge

is necessary for a teacher Basic knowledge of measuring length
to teach this material? How to use a ruler
Fraction knowledge of one whole, halves, and fourths
USF Elementary Education Lesson Plan Template
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
Name: _Courtney Artigas_
Assessments from previous unit on fractions shows that students understand basics
First block of students: above level, more abstract thinkers, takes less guiding and
questioning to lead students to the correct understanding
Second block: more concrete learners, need example of hand made ruler and more
guidance throughout lesson
As an intro lesson, students will also review basics about measurement before moving on
to line plots, volume, and other concepts later in the unit
When making ruler, student will need to give space before labeling their first inch. Some
students may count incorrectly.
With alternating colored inches, students may have difficulty understanding that one
color is equal to one inch
Lesson Implementation
HOT Questions
SMP 1, 3, 6
Modeling the creation of the ruler
Scaffolding the discovery of the relationship between inches, halves, and fourths
Time Who is Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or (Engage/Encountering the Idea; Exploring the Idea;
USF Elementary Education Lesson Plan Template
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: _Courtney Artigas_
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Both Students will be designing their own rulers on cardstock, alternating
2 different colors for each inch on their ruler.
Students will mark each inch with a color tile, and alternate using
their 2 colors for each inch mark as they make their way down the
ruler (make sure students leave a small space before starting the
first color tile, so the ruler looks more like the ruler they will use on
Both FSA).
Have class discussion with students about what happens between
Student each inch mark, and whether they could name the mark on a ruler.
Using fraction bars or strips of folded paper, have students find and
mark halves and fourths on each inch mark. Ask HOT questions to
Student encourage connections between fractions and measuring length on
a ruler.
Students will work with partners to measure items around the
classroom using their new rulers. They will measure several items
Both to the nearest whole and half inch and record their measurements in
their math journals. Be sure that students estimate before
measuring.
Teacher Discuss student measurements with the class to ensure
understanding of whole and half units. Have students compare their
rulers with the half-inch ruler models to determine the accuracy and
correct placement of ruler markings.
HOT Questions: How would having multiple colors on the rulers be
more efficient when measuring the length of something?
Do all objects always line up exactly with a whole unit?
How can we show half units on our tool?
How did the half unit help us to find a fourth?
How many tick marks did you make between the whole unit? Why
didnt you have to make all four marks?
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

How would understanding the linear model for fractions help you to
measure a ruler?

What will you do if a student struggles with the content?

Give individualized instruction

Model directions more clearly
Allow student to use an actual ruler to discover the relationship

a student masters the content quickly?

Continue with labeling the ruler with different fractions( eighths, tenths, etc.).
Students can estimate and measure objects larger then their ruler, making students think
about how to measure objects that are larger than 12 inches.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners

If applicable, how does this lesson connect to/reflect the local community?

Students are allowed to explore and measure objects of their interests. For homework,
students will measure objects in their own homes/communities.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students can estimate and measure objects larger then their ruler, making students think
about how to measure objects that are larger than 12 inches.

Before beginning class discussion, students can work with their groups to try and
discover the relationships between rulers and fractions.
USF Elementary Education Lesson Plan Template Name: _Courtney Artigas_

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
How will you differentiate instruction for students who need additional
language support?
Give explicit instructions/step by step for students to follow
Allow students to work in groups if they want
Provide individual instruction during independent work time to ensure understanding
Model examples of measurement before students begin independent activity
LN: Additional support and attention to ensure understanding before beginning
independent activity
Allow students to work with partners/small groups if needed

Materials
(What materials will you use? Rulers, measuring tape, color tiles, cardstock, fraction bars, half inch ruler sheet
Why did you choose these
materials? Include any
resources you used. This can
also include people!)