Learning Plan: ELEMENTARY & SECONDARY1

Student Brittany MacMillan Co-operating Heather White

Teacher Teacher(s)
Date Start/End Room 504
Time

Title of lesson Converting Metric Units Grade Grade 5

level
Subject Mathematics Topic Converting metric units
Relevance This mathematical topic is relevant to the students because they are understanding the
different ways we can measure objects. Furthermore, the students will understand how
each unit serves a specific purpose.
Materials/Resources Google slides presentation, pencil, loose leaf, exit card.
Required

QEP Subject Area Competency 1: To solve a situational problem related to mathematics

Competencies Competency 2: To reason using mathematical concepts and processes
Competency 3: To communicate by using mathematical language
Learning Objectives  Students will learn the definition of a unit of measurement.
 Students will understand the definition of each unit and what they can measure.
 Students will learn that moving towards the right, they are multiplying by 10
each time or moving their decimal.
 Students will learn that moving towards the left, they are dividing by 10 each
time or moving their decimal.
Essential Why do we use multiple units of measurement?
Question(s) How do we know which unit of measurement to use?

Lesson Introduction (hook): Student will know:

Timing I will begin the lesson by showing the students my  Students will know the basics of
Google slides, where they will determine what unit of converting units.
measure to use for the following examples: a pencil, a  Students will know that to
ladybug, long distances, and the amount of coke inside a convert into another unit, they
can. Following these examples, I will ask the students to need to move their decimal.
guess what we are learning.
Development (Learning activities – step by step Students will understand:
sequential procedure):  Students will understand the
definition of metric units.
Step 1: I will introduce the topic of the lesson. I will ask  Students will understand that
the students, "what are metric units, and why do we use metric units are used to measure
them?" This question will facilitate a class discussion. an object's length (i.e., size).
 Students will understand why we
1
Based on a simplified version of Understanding by Design (UBD) and the IB Middle Year Program Planner
1
 Step 2: Following the discussion, I will go over each use units of measurement.
unit, including examples of objects that can be measured  Students will understand the size
for each unit. of each unit.
 Students will understand that
Step 3: After going over each unit, I will remind the when moving towards the right,
students of our tactic (King Henry Died Mother Didn't the students will multiply by ten
Care Much). During this time, I will remind the students each time or move their decimal
that when moving towards the right, we multiply by ten to the right.
each time or move the decimal towards the right.  Students will understand when
Likewise, if we move towards the left, we divide by ten moving toward the left; the
each time or move our decimal towards the left. students will divide by ten each
time or move their decimal to the
Step 4: I will provide examples on the board that we left.
will complete as a class.

Step 5: Depending on the students' understanding, I will

do more examples with them if needed.

Step 6: I will introduce a game with the following

instructions/tasks:
 The students will be placed in pairs or in 3 (for
modified students, I will put them with stronger
students who can support them).
 Each pair will be given two cards (one red and
one green). Students will use the cards to tell me
whether they are ready or not. Green means I am
ready to move on, and red means I need more
time.
 Task cards will be placed on the board for
students to compete with their partners.
 For students who finish early, I will provide
word problems for them to do while waiting for
other teams to finish.
 The students will compete for 12 task cards.
 After each task card, we will go over it for the
answer.

Step 7: The students will play the game.

Closure (transition): Students will do:
 Students will participate in class
Step 8: Depending on how the students do during the discussions.
game, I will do more examples with them if needed.  Students will complete task cards
in pairs or groups of 3.
Step 9: Students will complete an exit card. For  Students will complete an exit
modified students, the exit card will focus on converting card.
two units (i.e., cm to mm and mm to cm).
Cross Curricular Competencies:

2
 Competency 1: To use information
Competency 2: To solve problems
Competency 5: To adopt effective work
methods
Competency 8: To cooperate with others
Competency 9: To communicate
appropriately

Broad Areas of Learning:

Citizen and community life

Universal Design for Learning/

Differentiation/
For modified students:
Grouping: for students who are
modified, I will place them with stronger
students to support them during the
game.

Exit card: For modified students, their

exit card will only include converting
two units (i.e., cm to mm and mm to
cm).

Determining students' understanding:

During the game, students will be given
cards of two colors (i.e., green and red).
Throughout the activity, students can
use the cards to let me know whether
they are ready to move on or if they
require more time.

Thumbs up thumbs down:

Similar to the red and green cards,
throughout the whole lesson, students
will use thumbs up, thumbs to the side,
and thumbs down to let me know their
understanding of the activity. This
method allows all students to share their
knowledge without stating it aloud.
FORMATIVE - Assessment FOR
learning:
The introductory activity will serve as
an assessment where I can determine the
students' current understanding of metric
units.
FORMATIVE - Assessment AS
learning:
3
 Task card activity: Students will be
assessed during the task card activity.
This will allow me to determine their
understanding of the metric units and
their ability to convert units.

SUMMATIVE - Assessment OF
learning:
For a summative assessment, I will
evaluate the students through an exit
card that includes them converting units.
This assessment will allow me to
determine their understanding of the
lesson.

Further considerations;

Reflection:
 Was the lesson engaging and suitable for the mathematical topic?
 Did I provide enough support for students who are modified?
 Was it challenging for advanced students?