DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Sarah Beaird Grade Level: 4 Title: Convert Customary Units of Weight
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
31 Students
No ELLs
Kenzie is new to the class
Sophie and Brinly are both in Special Education. They will be out of the room during the lesson.
Behavioral problems:
Lindy (attitude)
Sarah (attention)
Kolyn
Classroom environment:
Classroom has smart board
Possible 12-18 Ipads
Chromebooks available for entire class
Students sit in tables of 3-4

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:
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr,
min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller
unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1
in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number
pairs (1, 12), (2, 24), (3, 36), ...
Content Walk-Away:
I will convert pounds into ounces and tons into pounds. SIOP 1
Language Walk-Away:
I will write and say math computations for conversions. SIOP 2
Vocabulary:
Weight, convert, ounce, pound, ton SIOP 9

ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Question students throughout the lesson. Listen and observe as students talk with
their tablemates.

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

Content Walk-Away Evidence (Summative):

Students will complete their Independent Practice page and Homework page.
Language Walk-Away Evidence (Summative):
Students will complete their Independent Practice page and Homework page.

Approx. ACTIVE LEARNING PLAN
Time
Activate/Building Background Knowledge

**Before starting lesson set expectations** (Before we get started, I just want to tell you what I expect from

you. I have seen how you respect Ms. Paluso and you respected Mrs. Wall last week. I expect you to respect
me in the same way. I need every one to be looking at me and listening to what I say.) SIOP 10, 11
Last week you learned all about measurements of length. Do you remember the different units of
measurements? (inches, feet, yards) You also learned about capacity. Do you remember the different units of
capacity? (cup, quart, fluid ounce, etc.) With both measurements and capacity you learned how to convert
larger units into smaller units. Yesterday you learned about weight. What were the units of weight? (Ounce,
Pound, Ton) Today we are going to learn how to convert larger units of weight into smaller units of weight
SIOP 7, 8
Formative assessment:
Learning Goal
Activate prior learning about
measurements.

Success Criteria
Students will be able to say the
different units of measurement
for length and capacity.

Assessment Strategy
Question and answer. Listen as
students give their answers.

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

Focus Lesson (I do it)
Today we are learning to convert units of weight from large to small. (Post objective on the board) In order to
convert a larger unit of weight to a smaller unit of weight, you have to multiply. Lets review our units of
weight. (Post definitions of vocab)
Everyone needs to turn to page 729 in your math book. What do we do to convert a larger unit to a smaller
unit? (Wait time) Lets go over these two pages (729-730) together. SIOP 6, 14, 15, 18
Formative Assessment:
Learning Goal

Success Criteria

Assessment Strategy

Modification/accommodations:
Guided Instruction (We do it)
Look at the top of pg. 729. I want everyone to circle or underline 1 pound=16 ounces This is really
important to remember. Lets look at how that conversion works. (1x16) Now lets read the problem on this
page. (Read problem) What is the information that we need to know in this question? (Students answer;
underline)
Work the problem together as a class.
Do the same thing for the table on pg. 730.
Look at the very top of pg. 730, everyone underline or circle 2,000 pounds in 1 ton This is another
conversion that we have to remember.
Continue on with this problem together as a class. SIOP 6, 10, 11, 14, 15, 16, 18, 21
Formative Assessment:
Learning Goal
Know that you have to multiply to
convert a larger unit into a
smaller unit.

Success Criteria
Students will help complete two
problems together as a class.

Assessment Strategy
I will question the class and listen
to their replies. I will also observe
as students follow along in their
book.

Modification/accommodations:
Keep an eye on Lavina and Shantel. They both struggle with math.
Collaborative/Cooperative (You do it together)
Look at the tables on the bottom of pg. 730. These are conversion tables. Lets look at the first open space on
the first table. (Explain what students are supposed to do to fill in the table.) You are going to work at your
tables to complete these two charts. This should not take you very long, stay on task. If you have questions
please raise your hand. If you finish early you may continue on with your Independent Practice.
If student are getting out of hand bring them back as a class. SIOP 6, 16, 17, 21, 22

Formative Assessment:
Learning Goal
Multiply to convert large units
into smaller units.

Success Criteria
Students will complete two
different conversion charts.

Assessment Strategy
I will walk the room and monitor
student activity.

Modification/accommodations:
Have Mrs. Wall work with Lavina and Shantel if they need help. She can also walk the room and answer other
questions.
Independent (You do it alone)
Students should know what to do on their Independent Practice page. Go over the first couple of problems.
They are to complete this on their own and get it starred before moving on to their Homework page. Students
are used to this routine. SIOP 13, 21, 22
Summative Assessment:
Students should complete their Independent Practice page before lunch. Some may complete their Homework
page as well. SIOP 29, 30
Modification/accommodations:
Have Mrs. Wall walk the room and help students.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
**Do before students move on to Independent Practice**
Before you start working on your own, lets review some key concepts. What are the units of weight? How do
we convert larger units to smaller units? SIOP 27, 28

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
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
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?
Expectations
Connect to background
Objective and vocab
Closure

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?