Math/Measurement; 4th, 70 Minute lesson/3 groups; 3/21/2018

SOL: 4.8 The student will

a) estimate and measure length and describe the result in U.S. Customary and metric units;
b) estimate and measure weight/mass and describe the result in U.S. Customary and metric
units;
c) given the equivalent measure of one unit, identify equivalent measures of length,
weight/mass, and liquid volume between units within the U.S. Customary system; and
d) solve practical problems that involve length, weight/mass, and liquid volume in U.S.
Customary units.

Content outline: The student will use problem solving, mathematical communication,
mathematical reasoning, connections, and representations to determine an appropriate unit of
measure (inch, foot, yard, mile, millimeter, centimeter, and meter) to use when measuring length
in both U.S. Customary and metric units (eventually). The students will estimate and measure
length in U.S. Customary and metric units, measuring to the nearest part of an inch, and to the
nearest foot, yard, millimeter, centimeter, or meter, and record the length including the unit of
measure (e.g., 24 inches). The students will then compare estimates of the length with the actual
measurement of the length. Given the equivalent measure of one unit, identify equivalent
measures between units within the U.S. Customary system for: length (inches and feet, feet
and yards, inches and yards); yards and miles.

Rationale: Students at this level will be given the equivalent measure of one unit when asked to
determine equivalencies between units in the U.S. Customary system. The reason that students
are to do this is to introduce converting measurements. Because students will be learning to
convert measurements from customary to metric, being able to convert within the customary
system is an important skill to have.

Objective(s) of the lesson: The student will be able to determine the equivalent measure of
length when given another equivalent measure with 85% accuracy.

Lesson Opening: I will be begin by reviewing measuring objects by having the students
measure at least 6 objects or lines and have them record their results on a piece of paper (or the
table using a marker). The students will then discuss their answers as a table, or in pairs, to
determine if they have gotten the correct answers or not.
The teacher will then introduce the idea of converting measurements: “Monday we learned that
the little lines in between the whole of the inch are not centimeters but they are 8ths of an inch,
or parts that make up the whole inch. Some of you suggested that they were centimeters or even
milmeters, but they are not. Centimeters, just like inches in a foot, can make up one inch, but
they are a different unit of measurement that can be used in order to get a more exact
measurement.”

Connection: I will show the students how there are twelve inches that make up a foot, which
most of them understand. They also understand that there are three feet in a yard, but I will then
ask them how many inches are in a yard, having them realize that inches are still a part of a yard
even though it is not the first thing we think of when creating a yard.

Instructional Strategies/Processes: I will first model some problems. (3 yd = ___ in, 5 ft = ___
in, 8 yd = ___ ft). After showing them my method for how I determined each answer, I will then
use guided practice for two more problems (18in= ___ft, 2 mi = ___ ft). I will have the students
work together as a whole table in order to determine the answers and explain their reasoning.
Products: To check for accuracy, I will give the students three problems to try on their own
individually( 15 ft = ___ yd, 60 ft = ___ in, 2640 yd = ___ mi).

Assessment: When having the students work on their own to complete the three problems on
their own I am able to see who understands, who needs more work/explanation, and who doesn't
understand at all

Closure: The students will compare their work and answers to a partner and explain their
understandings throughout their process of converting. Students can challenge each other to
explain more and even disagree if there was an answer that was different.

Homework: N/A

Differentiation: For the higher level groups I will only do one or two problems for modeling
before using guided practice, with the lower level groups I will do three, and use heavy
scaffolding on the guided practice problems. I will also allow the lower level groups to work in
pairs on their final three problems so that they can work together and explain to each other in
different ways that make sense to them.

Materials/Equipment:

LENGTH

1 foot (ft) = 12 inches (in.)

1 yard (yd) = 3 feet

1 yard = 36 inches

1 mile = 1,760 yards

1 mile = 5,280 feet