SIOP Lesson Plan Template 3

TEACHER: KATHERINE DOVE CLASS: 4th grade newcomer math DATE: 3/23

TOPIC: Measuring with a ruler, yardstick, and tape measure (customary/US units)

CONTENT OBJECTIVES: SBWAT accurately measure 10 LANGUAGE OBJECTIVES: SWBAT write a short journal
classroom items using rulers, yardsticks, and entry (25-50 words) about why people might use these
measuring tape to the nearest inch. tools at their jobs instead of blocks (like used in class).
SW use at least 3 vocabulary words in their journal.
KEY VOCABULARY: Ruler, MATERIALS (including supplementary and adapted): RULERS, YARDSTICKS, TAPE
yardstick, tape measure, MEASURES, SCAVENGER HUNT CLUES, WORKSHEET
scavenger hunt, feet, inches
HIGHER ORDER QUESTIONS: H ow are rulers and yardsticks similar? When might you need to measure something
in everyday life? How might accurate measuring help people, like scientists or construction workers?

ACTIVITIES
TIME:
BUILDING BACKGROUND

LINKS TO EXPERIENCE: TW ask students how tall they are. When they were being measured, did
5 min
the adult use blocks to measure them, like they used last class? What tools did they use

instead? Why do we say __ feet and __ inches? TW ask if anybody know what feet and

inches are.

LINKS TO LEARNING: TW relate measuring with rulers/yardsticks to measuring with blocks,

something the students have done before. Note the similarities (you must start at one end of
5 min
the ruler, just like with blocks; there are smaller units of measurement, 1 block and 1 inch) and

differences (blocks are smaller than inches, there is no writing on the blocks).

KEY VOCABULARY: TW explain feet and inches using a ruler to demonstrate. A ruler is equal to
10 min one foot. TW ask: is this the same as your foot? Not quite! TW put up picture of a ruler with

the words ruler and foot. There are smaller units on a ruler that equal 12 inches. TW show

that an inch is about the size of your middle knuckle. Then, TW show yardstick. Whats

different about the yardstick? SW discuss and each share their answers. How do you think

rulers and yardsticks are similar? TW demonstrate that a yardstick is the same as 3 ruler

lengths, or three feet. TW say three feet is equal to one yard. Finally, TW show students a

tape measure. SW take turns examining tape measure and discussing similarities and
 differences to the other tools. TW explain that a tape measure can be used to measure the

length of very long objects.

STUDENT ACTIVITIES (check all that apply for activities throughout lesson):

Scaffolding: Modeling Guided Independent

Grouping: Whole Class Small Group Partners Independent

Processes: Reading Writing Listening Speaking

Strategies: Hands-on Meaningful Links to Objectives

LESSON DELIVERY
5 min
TW demonstrate measuring objects of various sizes with a ruler, a yardstick, and
measuring tape. TW reference the steps used when measuring with blocks and apply
them to measuring with the new tools.

TW give pairs of students each a clue card and explain what a scavenger hunt is.
20 min
SW read clue cards together and talk with their partner to determine what object in the
classroom the card is referencing.

SW take a ruler, yardstick, and tape measure with them on the scavenger hunt to
measure 10 items they find. Once they reach the first item, they will find another clue
card that leads them to the next object.

SW will fill in a blank worksheet with the names of their 10 items as well as their length in
feet and inches (just to the nearest inch)

TW monitor partners to ensure they are transferring their skills measuring with blocks to
the new tools. TW correct students who are not using the measuring strategies they
practiced.

After students have successfully measured all 10 objects, SW return to their tables for
discussion.
5 min TW ask groups to discuss several questions: Which tool was easiest to use for you, the
blocks, ruler, yardstick, or measuring tape? Was one of the tools more difficult than the
others? When might you need these tools to measure something in your everyday life?
What types of people use these tools every day? (Construction workers, scientists, etc.)

10 min TW ask students to think about why construction workers/scientists use these tools
instead of blocks.

SW write a journal entry of 25-50 words giving their ideas on this topic. SW need to use
3 vocabulary words, which are displayed on the board, in their response.
 REVIEW AND ASSESSMENT (check all that apply):

Individual Group Written Oral

REVIEW KEY VOCABULARY: SW review key vocabulary before writing journal entries. TW ask the
5 min
whole class to give a thumbs-up/thumbs-down if they know what each word means and could

incorporate it into their journals.

REVIEW KEY CONTENT CONCEPTS: TW ask students review questions and SW raise their hands
10 min when they know the answer. When most hands are up, TW call on students and ask if thats what

everybody was thinking. What is a ruler? What do we call the length of a ruler? How many

inches are in one foot? How many feet are in one yard? What is special about a tape measure?

What is similar about measuring with rulers and blocks? What is different about measuring with

rulers and blocks?

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.