Lesson Plan w/ Rubric

Teacher Sarah Oliver Date Taught: March 8, 2024, and March 11, 2024
Candidate:

Cooperating Tara Turner School / Hunter B. Andrews/Hampton City

Teacher: District: Schools

Grade: Third Grade Field Joyce Metger

Supervisor:

Unit / Subject: Unit 9: Measurement/Math

Lesson Title / Length Measurement

Focus:

PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline?

This lesson was developed based on the materials given to me by the district of Hampton
City Schools. There is always room to add extra information and to explain in a way that the
students would better understand. My adaptation of this lesson is based on the knowledge I
acquired through my extensive college program on how best to reach the most children to keep
them engaged and learning.

Learner Differences
How did this lesson develop as a result of your examination of research and data about student
learning needs, how diverse students learn your content/lesson topic and how you can employ
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets
they have, and so on?

I develop my lessons with diverse learners in mind and use that knowledge to teach the
material given to me in multiple ways. First, I go over the information by talking about it, then I
demonstrate how to use that information before allowing students to come up to the board and
try their hand at what they learned. I find that this not only engages students but also reaches the
most students as we are teaching to the different ways students learn. In my classroom, I have
students who are gifted, students with learning disabilities, and a student with ADHD. I believe
my approach helps our student with ADHD because it gets them up and moving to refocus that
energy. Our gifted students get a chance to work in more depth and even get to explain their
thinking to the class, and our students with learning disabilities get that extra support they need,
either through me or their classmates.
Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are
these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of
students’ understandings? Are your targets/outcomes observable and measurable? What are your
essential questions that align with the outcomes? List all outcomes associated with this lesson.

I can measure the length of an object to the nearest 1/2 inch, inch, and foot.
I can measure the length of an object to the nearest centimeter.

I believe these ‘I can’ statements are appropriate based on the knowledge of my students
understands. These statements are also observable and measurable.
Essential Questions:
~ Why do we need standard units of length measurement?
~ Which units of length measurement are U.S. Customary?
~ Which units of length measurement are Metric?

Standards Which content, state, and national standards connect with your outcomes? List the
state, content, and national standard or standards that are being addressed.

State Standards:
3.MG.1 The student will reason mathematically using standard units (U.S. Customary and
metric) with appropriate tools to estimate and measure objects by length, weight/mass, and
liquid volume to the nearest half or whole unit.
Students will demonstrate the following Knowledge and Skills:
b) Estimate and measure:
i) length of an object to the nearest U.S. Customary unit (1/2
inch, inch, foot, yard) and metric unit (centimeter, meter);

District Standards:
3.7a-bSa-b The student will estimate and use U.S. Customary and metric units to measure
a) length to the nearest 𝟏/𝟐 inch, inch, foot, yard, centimeter, and meter

National Standards - STE (Tech) Standards:

1.1c Feedback to Improve Practice
Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.

Resources and Materials What resources and other materials will be incorporated and how will
they promote active learning? Be specific. List all materials and resources needed for the lesson.

Materials/Resources:
 Math Notebooks
 Pencils
 Promethean Board
 Slides - https://docs.google.com/presentation/d/11i2vxQYTIj-
JBZ6Wnvz324HYYHXdKDrgRoiMqGrFaTY/edit#slide=id.g8d18f913b1_0_165
Technology Does technology enhance the design and delivery of your lesson? Does the use of
technology promote active learning? Be specific. List all technology needed for both students
and teacher.

The use of the Promethean board to deliver instruction does enhance our lessons. It
promotes active learning by allowing students to not only listen during the lesson and do after the
lesson, but to also do during the lesson when they have active support from me as well as their
classmates.

INSTRUCTIONAL DELIVERY

Learning Environment How will you support individual and collaborative learning and foster
positive interaction in the classroom?

I support individual and collaborative learning and foster positive interaction in the
classroom by allowing every student an opportunity to come up to the board to answer practice
questions while we learn. If a student is having a hard time with answering a question while up at
the board, I give them guiding questions to help them in the right direction and will sometimes
allow them to call on a helper to help them through the problem. After they finish the question, I
have the students explain to the class in their own words how they answered the question, which
allows the class an opportunity learn not only from the way I explain it but also from the way
someone their age explains it. Finally, we all give the student(s) at the board a round of applause
before we go to another question for another student.

Introduction/Activating Strategies How will you engage learners in the lesson and learning?
How will you launch the lesson? How will you activate prior knowledge?

I launch the lesson with an engaging and fun video on why standard units of
measurements are important. This video activates prior knowledge in that it refreshes their
memory on what they learned about U.S. Customary measurement in second grade. Video Link:
https://live.myvrspot.com/iframe?
v=fNDhlZTA3NWQyYWZlYWIxNjUwOWE2ZDExYTRiNDhjZDI

Instructional Strategies What learning activities do you have planned for the students? Include
a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g. solve
problems, construct models, design and perform experiments, read authentic resources, answer
open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw
conclusions.) Include guided process of learning. Include the opportunities learners will have to
expand and solidify their understanding of the concept and/or apply it to a real-world situation.
List any independent practice activities.

The lesson follows the I Do, We Do, You Do model. The slides have a fun activity with
using your feet to measure just like the video, but we will only do that if we have time. After the
video, we start with reviewing what they learned in second grade with measuring a feather with
paperclips as well as a ruler. During this section I will remind the students that they learned this
in second grade and will ask them questions such as “How long is the feather in paperclips?” and
“How long is the feather using the ruler?” We then move on into four slides that are designed to
activate that second-grade knowledge even further. During this portion, I continue to ask the
students questions. One important question being “What do we do next?”
After we have reviewed our second-grade knowledge, we go into our first day of learning
third-grade measurement. With day one, we start with U.S. Customary Measurements. This is
where the I Do, We Do, You Do model really takes place. I start by going over the anchor chart
pictured on slide 15 and then I pass out a printout of it for them to hamburger fold and put into
their math interactive notebooks. Next, we play a fun and catchy song video on measurement.
This grabs the student’s attention, and the catchy song helps them remember what they learned.
Song Link: https://numberock.com/lessons/inches-feet-yards/. We continue our lesson by doing a
fun sort activity where we show what we’ve learned from our video, discuss the size of the
different animals, and if we would measure them using inches or feet. I call on students to help
sort the animals and ask them to explain why they have sorted the animal the way they did. Next
we take a moment to go over how to read a ruler to the inch as well as the half inch. I will have a
sheet printed out for every student of slide 18 and they will glue them into their interactive
notebooks. After the students have glued their sheet in, we will discuss the first ruler and its
inches lines before moving on the to ruler that also shows half inch marks. We will talk about
how the line for a half inch in hallway between one inch mark and the next and we will go
through and write in our ½ inch, 1 and ½ inch, and so on, so that they can go back in their math
interactive notebooks and review. We continue to go slide by slide and I do the first practice
question, explaining as I go, then we do the next together, and the rest are done by pulling equity
sticks to decide which student comes up to practice. I will be there to guide them in the right
direction if need-be, their classmates can help them if they need to phone a friend, and then I
have them explain their answer to the class so that they can not only get the reasoning straight in
their own mind but to also help student understand it from a peer perspective.
We stop for the day either when we have run out of time, or we have completed day one.
If we didn’t have time to complete day one, we will continue where we left off the next day and
when we do get to day one, we repeat the process all over again.

Closure How will you bring closure to the lesson?

I bring the lesson to a close with a quick check on how they are feeling. This usually
looks like me asking them “How confident do we feel with what we just learned?” and have
them answer with a thumbs up, thumbs down, or thumbs sideways. I can take notes on who had
thumbs down and sideways so I can make sure I give them more practice and support and
explain the concepts in a way that they will better understand.

Differentiation How will you adjust instruction, including incorporating technology, to meet the
needs of a diverse set of learners?

I differentiate and adjust instruction throughout the lesson based on what needs present
themselves. We have students with learning disabilities, students who are gifted, and a student
with ADHD, but those students are not the only ones who may show needs that cause an
adjustment. We use the promethean board to have students come up after learning and helping
me answer a similar question so that we can get a better understanding of where the students are
and what they need and based on what I observe, I adjust accordingly to facilitate the
understanding of the student(s) in the best way possible.
Assessment: How will you measure understanding of the outcomes and standards? What type(s)
of formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be
used?

I measure the learning and understanding of the outcomes and standards formatively in
the beginning. A lot of observing on how the students do when they come up to the board, but as
we progress, we will work some problems in their interactive notebooks, and I will assess based
on that. Then we have our summative assessments such as unit tests, pre/posttests, benchmarks,
and google classroom assignments that I grade.

PROFESSIONAL LEARNING

Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?

I evaluate my practice based on how well my students understand the material. My

learners struggled the most with measuring in the middle of the ruler, but even then, it was only a
few students and I redirected them. I could improve my lesson by changing my wording for
when I ask if they have any questions after every slide. I usually say, “Do you have any
questions?” but I have since learned that wording it like, “What questions do you have?” is more
encouraging to them to ask their questions because they see you are already assuming they have
questions, and they may be less embarrassed. The lesson reflects culturally sustaining pedagogy
in that I make sure every student gets a chance to practice what we just learned.