Chelsea Chritz

Elements of the Lesson

Evidence that Documents the Elements

Standard
MDE grade level or CCSS or Essential Elements

Objectives/Targets and I can statements

What am I going to teach?
What will the students be able to do at the end
of the lesson?
What formative assessments are used to inform
instruction?

The teacher will expose the students to measurement in tons. The

students will be able to determine what type of objects should be
measured in tons (objects that weigh thousands or millions of
pounds). Students will build off prior knowledge and combine
knowledge of measurement in ounces, pounds and tons and will
assess which measurement is most appropriate for specific items.
I can choose three items that would best be measured in tons.
I can choose which measurement would be best for measuring
specific items.

Lesson Management: Focus and Organization

What positive strategies, techniques and tools
will you use?
What ideas for on task, active and focused
student behavior?

The teacher will be encouraging towards students so they will

attempt to answer the teachers questions. Any participation will be
acknowledged in a positive manner.
Students will be participating in a group setting and will be working
with a partner while using classroom materials (whiteboards). This
will also give students the opportunity to work on social skills.
Questions will be used to spark students interest and to keep them
engaged in the material. Also, pictures of engaging items will be in
the PowerPoint that will be shared with the class.

Introduction: Creating Excitement and Focus

for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?

Students will be given the choice to solve one of the two problems
provided. The problems provided require different levels of math
skills. It is assumed that with a time limit, students will choose the
easier problem to solve. Students will be asked which problem
they chose and why. It will be explained that each problem gives us
the same result, yet one problem is much easier to solve than the
other. This will introduce the use and concept of the measurement
of tons.
The teacher will review the idea of a pound and how many pounds
are needed to make up a ton.
The teacher will also need to review how ounces are needed to
make up a pound when beginning the second portion of the lesson.

Chelsea Chritz
Introduction: Creating Excitement and Focus
for the Lesson Target
Task analysis:
What information does the learner need? If
needed how will it be provided?
How is the lesson scaffolded?
Step by step procedures
Depth of Knowledge: identify levels included

Recall/Reproduction
Skill/Concept
Strategic Thinking
Extended Thinking

The learner will need to be familiar with pounds and ounces. They
will need to know what type of items weigh 1 pound so they may
base their decisions off of that when discussing tons.
The students will need to be provided with how many pounds are
needed to make up one ton as this concept has not been covered
yet.
The lesson will begin by the teacher providing examples of items
that would be best measured in tons. By the end of the lesson,
students will be asked to work with a partner to decide which
measurement option would be best for the specific item.

Accommodations: differentiating to meet student The teacher will provide the two math problems to solve. The
students will have some time to work on this. The teacher will show
needs
the students that the two numbers found both provide information
Intervention/ Remediation
on how much the semi-truck weighs as they are equivalent. It will
Extension/enrichment
be explained that tons are used to simplify the measurement of
Engaged learning (VAKT)

large, heavy items.

Methods, Materials and Integrated Technology

Instructional techniques
Engagement strategies
Materials and Integrated Technology list

The teacher will pose questions in regards to the objects being best
measured in tons or pounds.
The teacher and students will work through the worksheet, Ton p.
69.
Once students have completed this worksheet, the teacher will
implement back in ounces with pounds and tons as ounces has
been studied in the past. Students will be asked to work with a
partner to make a decision on what the best measurement would be
for specific items. They will write their answer on the whiteboard
and hold it up for the teacher to see.
Recall/Reproduction: Students will identify how many pounds make
up a ton.
Skill/Concept: Students will identify patterns in that very large,

Modeling: I Do
HOW/WHAT (Questioning and redirecting)

The teacher will show the students examples of items that should
not be measured in tons and some items that should be measured
in tons. The teacher will ask questions or redirect students when
understanding is not being reflected.

Checking for Understanding

Why are the units of tons used?

SHOW/TELL (Visual/Verbal Input)

Samples of questions to be asked

Ways in which students will respond and be
engaged
Formative assessment strategies to be
implemented

When should tons begin to be implemented?

What type of objects would best be measured in tons?
Which is the smallest measurement? Ounce, pound or ton.

Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility
accomplished?

Collaborative (Your Do Together) and/or

Independent Practice (You Do)
What practices will be demonstrated/modeled?

Closure
How will the I can statement(s) be reviewed?
How will students be involved?
What connections to future learning will occur?

Which is the largest measurement? Ounce, pound or ton.

The teacher and the students will begin by completing the ideas on
the PowerPoint together. Then I will have the students think about
some of the questions and put their thumb up when they think they
have arrived at the correct answer. By the end of the lesson,
students will be presenting their thoughts to the whole group in
regards to the items best measured in ounces, pounds or tons.
The answering of questions under the document camera will be
provided and a model of how to write on the whiteboard will be
modeled.

The students will be aware that 16 ounces make up 1 pound, and

2,000 pounds make up a ton. They will know which order the three
measurements can be ranked.
Many of the items provided connect to their daily life.

Chelsea Chritz
Assessment
What evidence supports that the objective(s)
were met?
What do my students know, understand and are
able to do?
What formative assessments will be used to
inform
instruction?

The students will be able to orally recite how many ounces make up
one pound and how many pounds make up a ton. They will also be
aware that ounces best measure small, light items when tons
measure large, heavy items.
Tomorrow, the students will be taking an assessment over these
three measurement concepts.