DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidate: ___Kim Thurman__ Grade Level: _3_ Title: _Chapter 12 Lesson 6: Measure to and inches_
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 21 Students; 12 boys & 9 girls
ELL: Andy P. WIDA level 5
Not serviced; just under observation.
PULLOUTS: Mia Speech; 2 days for 20 min.
Maleea & Dillon LLI; 4 days for 30 min.
BEHAVIOR: Canon, Zeke, Ella, Dillon, Andy J.
GATE: none
IEP: none
*These students have been placed in the middle level math group based on their benchmark test scores. They rotate or
stay in my classroom everyday for math instruction.
Classroom environment: During whole group instruction the students sit at the rug in front of the Smart Board. When it is
time to work independently, the students sit at 6 hexagonal shaped desks where a maximum of 5 students may work. To
manage behavior, there are clothespins that can be moved up or down depending on student behavior. For the students
that rotate into the classroom, they get their name written on the board to miss 5 minutes of recess if they are
misbehaving. There are mini white boards, dry-erase markers, and erasers for students to use if they need. Rulers and
other math related manipulatives that can be used during whole group and independent work time. There is also an
ELMO available.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Domain: Measurement and Data
Represent and interpret data.
4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is marked off in appropriate unitswhole numbers, halves, or
quarters.
Content/Language Walk-Away:
I will measure the length of an object to the nearest or inch.
Vocabulary: half inch, quarter inch
SIOP: 1, 2, 3, 9
ASSESSMENT EVIDENCE (What evidence do I
need to show the students have learned the WalkAway?)
Formative Evidence (checking for understanding
throughout the lesson):
Students are following the rules of the rug, making
eye contact, raising hands, and respecting others.
Clarify misconceptions. Observe students walking
around the room measuring items.
Content/Language Walk-Away Evidence
(Summative):
Students get 100% on their independent worksheet
and pass it off with a teacher.
Students are able to get at least 80% (5 out of 6) on
their homework assignment.
SIOP: 30

Modifications/Accommodations (ELL, IEP, GATE, etc.)

ELL: Post previous and current vocabulary cards. Walk through
examples and answers using explicit think alouds. Partner with
students that have a firm understanding of measurement. Walk
through problems they missed. Reteach if needed.
LLI: Post previous and current vocabulary cards. Walk through
examples and answers using explicit think alouds. Have them read
the example. Partner with students that have a firm understanding
of measurement. Walk through problems they missed. Reteach if
needed.
SPEECH: Have them repeat vocabulary words. Give opportunity
to answer and explain their answers verbally. Have them read the
example. Ask to teach a friend that is struggling if they finish early.
BEHAVIOR: Remind of the rules of the rug. Change seating and
move clothespin if necessary. Proximity control. Give opportunity
to participate to minimize time to disrupt. Partner with students
that keep them focused on the task. Move to the hallway if they

cant focus or are being disruptive in the classroom.

Approx.
Time
SIOP 26
15 min.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Sometime before math rotations, have students complete the Check My Progress worksheet. Then go
over it answering any questions the students might have and clarifying any misconceptions.
How many of you have ever used a ruler to measure something? Today we are going to use rulers
to measure to the nearest and inch. What does it mean to measure something to the nearest
inch? Post vocabulary card. One half inch is one of two equal parts of one inch. Look at the picture
on the vocabulary card. See how the half inch line breaks the inch into two parts? Now what does it
mean to measure something to the nearest inch? Post vocabulary card. One quarter inch is one of
four equal parts of one inch. Look at the picture on the vocabulary card. See how the quarter inch
line breaks the inch into four parts?
Formative assessment:
Learning Goal
Students remember what theyve
learned so far about graphs and
analyzing data. They understand
what inch and inch look like
and how to find them on a ruler.

Success Criteria
Students are answering questions
and following along as we review
the chapter and talk about and
inches.

Assessment Strategy
Students are following the rules of
the rug, making eye contact,
raising hands, and respecting
others. Clarify misconceptions.

Modification/accommodations: (ELL, IEP, GATE, etc.)

ELL: Post previous and current vocabulary cards.
LLI: Post previous and current vocabulary cards.
SPEECH: Have them repeat vocabulary words. Give opportunity to answer and explain their answers
verbally.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control.
SIOP: 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 27, 28, 29
5 min.

Focus Lesson (I do it)

Read objective.
Today we are going to measure objects to the nearest and inch. Let me show you how to
measure to the nearest inch using connecting cubes and a ruler. Do example on the Measure It
slides.
Formative Assessment:
Learning Goal
Students understand what it
means to measure to the nearest
inch and how to write the
measurement as a mixed fraction.

Success Criteria
Students are following along as
we go through the slides. They are
asking and answering questions.

Assessment Strategy
Listen to student responses.
Clarify misconceptions.

Modification/accommodations:
ELL: Walk through examples and answers using explicit think alouds.
LLI: Walk through examples and answers using explicit think alouds. Have them read the example.
SPEECH: Have them read the example.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control. Give opportunity to participate to minimize time to disrupt.
SIOP: 4, 6, 7, 8, 10, 11, 12, 13, 14, 15, 17, 18, 21, 22, 23, 24, 25, 29
5 min.

Guided Instruction (We do it)

Now I want you to help me measure the fish to the nearest inch. Do example on the Try It slides.
Formative Assessment:
Learning Goal
Students understand what it

Success Criteria
Students are answering questions

Assessment Strategy
Listen to student answers and

means to measure to the nearest

inch and how to write the
measurement as a mixed fraction.

and walking me through how to

measure the fish to the nearest
inch.

explanations and clarify

misconceptions when needed.

Modification/accommodations:
ELL: Walk through examples and answers using explicit think alouds.
LLI: Walk through examples and answers using explicit think alouds. Have them read the example.
SPEECH: Have them read the example. Give the opportunity to answer verbally.
BEHAVIOR: Remind of the rules of the rug. Change seating and move clothespin if necessary. Proximity
control. Give opportunity to participate to minimize time to disrupt.
SIOP: 4, 6, 8, 9, 10, 11, 14, 15, 17, 18, 21, 22, 23, 24, 25, 29
10 min.

Collaborative/Cooperative (You do it together)

With a partner, I want you to walk around the room and measure 3 items to the nearest inch
and 3 items to the nearest inch. When youre done, we will come back to the rug and have each
partnership share the measurement for one of the items.
Formative Assessment:
Learning Goal
Students are able to correctly
apply what they learned about
measuring to the nearest and
inch.

Success Criteria
Students are working together to
measure 6 items.

Assessment Strategy
Observe students walking around
the room measuring items.

Modification/accommodations:
ELL: Partner with students that have a firm understanding of measurement.
LLI: Partner with students that have a firm understanding of measurement.
SPEECH: Give opportunity to share their measurements.
BEHAVIOR: Partner with students that keep them focused on the task. Proximity control. Move clothespin
if needed.
SIOP: 4, 5, 6, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 23, 24, 25, 29
30 min.

Independent (You do it alone)

You may now go to your seat to work on questions 2-10. Questions 2-8 ask you to estimate before
you measure. What does it mean to estimate? It doesnt give you a line to write your estimation, so I
want you to write it just below the line it provides.
Summative Assessment:
Students get 100% on their independent worksheet and pass it off with a teacher.
Students are able to get at least 80% (5 out of 6) on their homework assignment.
Modification/accommodations:
ELL: Walk through problems they missed. Reteach if needed.
LLI: Walk through problems they missed. Reteach if needed.
SPEECH: Ask to teach a friend that is struggling if they finish early.
BEHAVIOR: Move to the hallway if they cant focus or are being disruptive in the classroom.
SIOP: 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 17, 18, 20, 21, 22, 23, 24, 25, 29, 30

3 min.

Closure/Review of walk-aways, vocabulary, and essential questions

(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Review the walk-away. Did we reach our goal? Were we able to measure objects to the nearest
and inch? How did your knowledge of fractions help you while measuring?
SIOP: 1, 2, 3, 6, 12, 18, 22, 27, 28, 29

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities

Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary

Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Learning strategies, 14-Scaffolding techniques, 15-Questioning
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Approx. 1 hr. My Math PowerPoint, vocabulary cards for half inch and quarter inch, printed rulers with and inch
lines.
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?
The major aspect of this lesson that needs improvement is the rulers the kids used to complete their assignment.
Throughout the lesson they were looking at rulers that had dashes for just and inches, but when they started to
measure items around the room and work on their worksheet the rulers had up to 1/16 of an inch. The kids were getting
confused at which line meant what. They havent had a lot of experience working with rulers so this was rather confusing.
Next time I teach this lesson, or a lesson similar to this, I will use rulers that just have and marks. Or explicitly show
which lines the students should be paying attention to. It was difficult because each ruler was different and it was difficult
to show them a ruler somewhere where they could all see.
One part of the lesson that I thought was effective was when the students partnered up to measure items around the room.
I thought it was helpful for them to get a ruler in their hands and work together to find measurements. When we came
back to the rug to talk about what they found, the students showed difficulty writing their measurements as mixed
fractions. They havent learned what a mixed fraction is. They barely remember how basic fractions work. So writing the
measurement seemed difficult for them. Next time I teach how to write the measurement, I will be more explicit. I will
point out that they should write the whole number first that they find after seeing the object they measure is passed that
number, and then write the fraction based on whats left over before the next whole number.
I also altered the lesson in the sense that I had the students work through Practice It problems 2-5 with me on the rug. I
felt that this was a good alteration because if gave the students more practice seeing problems done with my help. I then
assigned numbers 4 and 6-10 as their independent assignment. We had already walked through number 4, but I wanted to
make sure they knew how to do it. Some seemed to struggle with it. I dont know if this was because of the confusing
rulers, lack of appropriate attention during whole group, or just plain confusion. For some, it might have been a mixture of
all three.
The students do have a difficult time listening on the rug. Working on my classroom management is and will continue to
be a goal of mine as I try to implement my teaching strategies with students that I havent been with from the beginning.