SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas
Essential
Questions
PA/Common
Core/Standards
Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications

DETAILS
Danelle Locke
Math
3rd Grade
4/6/15 15
Length can be measured in different units.
What does it mean to measure length?
How many different units can measure length?
What are units?
2.3.3.D: Identify equivalent measurements within the
same system.
Students will be able to measure their own broad jump
in feet and convert the measurement into inches
correctly.

Formal Evaluation
The students completion of worksheet, graded for
accuracy of concept. Not how far they jumped but the
accuracy the students used the numbers and correctly
converted feet to inches.
The students exit slip, see if they understand how to
convert feet to inches.
Informal Evaluation
Answers of the students questions.
How accurate the students measurements were.
Critical Thinking
Collaboration

SUPERVISING
TEACHERS

Student with ADHD.

Use peer buddies (created for the whole class SPRING
MATH BUDDIES)
Provide cues for when there is 5 minutes left.
Extended time for the student to complete the activity
(if needed)
Provide the student with their own activity space,
beside your teachers desk, so student isnt traveling
around the room.

CK

SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

Lesson
Procedure

CK
Activating Prior Knowledge
Ask: What is a broad jump? Can anyone demonstrate it
for us? (A broad jump is where you are standing still and
jumping out as far as you can go.)
Ask: What units can we use to measure length? (Inches,
feet, miles, meters, centimeters, kilometers)
Hook/Lead-In/Anticipatory Set
We are going to watch a professional football player
broad jump. https://youtu.be/n0UeHxglMJ4
How far did he jump? (12 feet 3 inches)
How far did he jump in inches? (12 times 12 plus 3, 147
inches)
Today you are going to broad jump and we are going to
measure how far you jumped. We are going to measure
both inches and feet.
Big Idea Statement
Items can be measured in more than one unit.
Essential Questions Statement
Length is how far things are. (Distance)
Length can be measure In different units such as inches,
feet, meter, centimetersetc.
Units are what we measure in such as inches, feetetc.
Objective Statement
You are going to measure how far we broad jump in feet,
then you are going to convert your measurement to
inches.
Transition:
Call students to the front of the room, by their tables.
Key Vocabulary
Inches
Measurement
Feet
Conversion
Broad Jump
PreAssessment of Students
Say: We are going to watch a professional football
player broad jump. https://youtu.be/n0UeHxglMJ4
Ask: How far did he jump? (12 feet 3 inches)
Ask: How far did he jump in inches? (12 times 12 plus 3,
147 inches)

Say: Today you are going to broad jump and we are

going to measure how far you jumped. We are going to
measure both inches and feet.
Say: Now you will come to the front and watch my own
demonstration.
Transition:
Call students to the front of the room, by tables.
Modeling of the Concept:
Tell: Today you are going to get in partners. Each group
is going to have a worksheet, and a height measuring
chart, and yardstick. You are going to lay the chart down
flat. MAKE SURE THE END OF YOUR CHART IS ON A LINE
FLOORTILE.
Show: Lay the height-measuring chart on the ground,
with the end on one of the lines the floor tiles make.
Ask: I need a volunteer to help me demonstrate (pick a
partner)
Tell: My partner is going to stand on the line to the right
of the height chart. When I count to 3 they are going to
jump as far as they can straight ahead.
Show: Partner Jumps.
Say: I am going to put the yardstick down behind his/her
heels. Look where the top part of the yardstick hits the
height chart. Write down how far the chart says he
jumped. (2ft 3 inches)
Show: On the worksheet it says partner 1; write under
jump one feet; 2ft 3 inches) Repeat 2 more times (3
total). Then switch partners.
Ask: How do I convert 2ft and 3 inches to just inches?
(Multiply 12 by 2= 24 then add 3= 27 inches) Write the
total jumped on the line beside where we wrote how far
they jumped in feet.
Say: Now get in your Spring Math Buddies. Grab your
materials (pencil, worksheet, ruler, height measuring
chart). Find a spot in the room and get to work.
Guiding the Practice:
On the white board draw a diagram of the worksheet,
showing what they have to write, and where the
measurements go.
Providing the Independent Practice
Students will now complete the activity in partners
around the room. They will jump 3 times record each
jump in feet. Then its their partners turn. Partner 2 will
jump 3 times and record the feet jumped. Next the
partners will have to convert the feet measurement to
inches.
When activity is complete turn in worksheet to teachers
desk. Go back to their desk.
Guiding the Practice:

Walk around helping students set up workspace.

Answer questions that the students might have
throughout the activity.
Whiteboard
Height measuring chart
Yardstick
Worksheet

Reading

Materials

Technology

Equipment

Supplies
Evaluation of
Formal Evaluation
the
The students completion of worksheet, graded for
Learning/Master
accuracy of concept. Not how far they jumped but the
y of the
accuracy the students used the numbers and correctly
Concept
converted feet to inches.
The students exit slip, see if they understand how to
convert feet to inches.
Informal Evaluation
Answers of the students questions.
How accurate the students measurements were.
Closure
Summary & Review of the Learning
Once all students are back in their seats write these
measurements on the whiteboard. (4ft 8 inches, 5ft
3inches, 2ft 11inches)
Say: EXIT SLIP: Convert each of these measurements
into inches. Pass it in on your way out.
Homework/Assignments
None
Teacher

Self-reflection