UNLV Student: Cameron Zachary

PSMT Name: Tara/Steve

Lesson Plan Title: Customary Units of

Capacity

Lesson Plan Topic: Volume

Date: 2/01/16

Estimated Time: 70 min

Grade Level: 5th grade

School Site: Forbuss

Elementary

1. State Standard(s):
5.MD.C.3a- Recognize volume as an attribute of solid figures and
understand concepts of volume measurement. A cube with side length
1 unit, called a unit cube, is said to have one cubic unit of volume,
and can be used to measure volume.
5.MD.C.3b- Recognize volume as an attribute of solid figures and
understand concepts of volume measurement. A solid figure, which can
be packed without gaps or overlaps using n unit cubes, is said to have
a volume of n cubic units
5.MD.C.3- Recognize volume as an attribute of solid figures and
understand concepts of volume measurement.
2. Teaching Model(s): Direct Instruction
3. Objective(s):
Students will be able to use a variety of customary units to
measure liquid volume.
Students will know key vocabulary such as capacity, pint,
quart, gallon, cup, and fluid ounce.
Students will determine the capacity of different containers
Students will be able to convert units of measurements
Students will know how many cups are in a pint
Students will know how many pints are in a quart
Students will know how many quarts are in a gallon
Students will be able to create a gallon man in which
each body part will represent a unit of capacity that can
make up a gallon.
4. Materials and Technology Resources:
Envision Math
Math Notebooks
Smart Board
Pencils
Worksheets
Math book (envision)
Whiteboard
5 I pads
Gallon man paper
Brain pop (Units of capacity)

Cameron Zachary
12/4/15
EDRL 442
5. Instructional Procedures:
a. Motivation/Engagement: (5 min)
Get Students attention, discuss in this lesson, they will learn how to
use a variety of customary measures to represent liquid volume and
show how these units are related. Explain how they will be able to use
this information to measure out the right ingredients for food and
calculate how much things contain. At the end of this lesson there will
be a small group game to see how much of the lesson they
understood.
b. Developmental Activities or Learning Experiences: (45 min)
- Discuss with students the key vocabulary they will be using in
the lesson
- Have them write down the words capacity, pint, quart, gallon,
cup, and fluid ounce.
-Discuss with them what each words mean, while having them
look it up in their math books. Have them write down the
definitions and give an example for each one
-Show them picture examples of each unit of capacity and have
them rate the objects from smallest to largest.
-Show short video from math textbook about units of
measurement
- Discuss with the students what units of capacity are.
- Pass out gallon man
- Have the students cut out each part of gallon mans body. Have
them glue the gallon man put together in their notebook.
- Explain to the students how gallon man works, and how each
part of his body represents a different unit of measurement.
Write a problem on the board and show students how to solve
the problem using the gallon man.
- Have the students flip the paper over and have them draw the
G diagram.
- A big g, inside the g draw 4 Q for quarts, inside the Q draw 2 Ps
for pints, And inside the P draw 4 Cs for cups.
- Explain to the students that the point of the G is to understand
that a gallon is made up of all the units of capacity that are
inside the G.
- Do the guided practice and independent practice with the
students on page 348 using the students white boards.

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EDRL 442
- With the students already being set up in groups at their tables.
Create a five point game system in which the teacher will give a
measurement conversion and the students will solve the problem
in their group and write it on one of their white boards. Amount
of questions will vary on time left in lesson. Students that answer
correctly must explain how they found their answer.
-After the game pass out the homework and ensure that the
students but it in their math folders to take home.
-Pass out the in class worksheet that students will work on
individually. Instruct them that if they have any questions they
should ask there group members and that asking teacher is the
last option.
-If students finish early put them on the ipad and have them
watch the video on brain pop. Instructions for this can be found
under the extension part of the lesson plan.
c. Closure (20min): Students will complete a math worksheet to
be turned in to show knowledge gained from the lesson. The
student objectives will be restated to make sure students
understand what and why they are learning this lesson. Students
will bring the worksheet to me once completed. If students are
struggling or get any of the corrections wrong, they will be retaught that portion. Standards and objectives will be met when
they can correctly answer all questions.
d. Extension: Have a second worksheet ready for students who
finish too early. Students can also work on their weekly
classroom assignments until the rest of the students are
finished. There are five ipads in the classroom, students that
have completed both worksheets can go on brain pop and go
under the math portion and watch video on units of capacity
and take the online quiz when the video is finished. Struggling
students can also go on brain pop to watch the video and get a
better visual representation that may help them better
understand.
6. Accommodations, Modifications and Differentiations for Diverse
Learners:
For students that are having trouble with the lesson, while
everyone is doing their independent practice. I will walk around
and work with students who are struggling understanding the

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material. I will go over the parts of the gallon man individually
with each struggling student and explain measurement is made
up of a gallon.
7. Assessments and Evaluation of Learning:
a. Formative: Checking students work during independent
practice. During the group game, ensuring that all students are
participating and helping to find the answer. Checking to make
sure every student has a answer written on their white board
with the correct work shown in order to get the point.
b. Summative: Using the quick check and the measuring liquids
worksheet to check mastery of the objectives and standards
being met. Walk around the class and watch students fill out the
worksheet. Have students that are struggling meet in the back to
go over questions that they are having.
8. Homework Assignment: Gallon man worksheet. This worksheet is
the best worksheet to use because it expands off of the activity they
did in class. They created the gallon man to use as help in deciding
how much of a product is in a gallon. This worksheet is based off the
gallon man and asks questions that are directly from the gallbot. At
home when students get confused they can use the gallbot as a
reference to figure out the answer.
9. Reflection
Strengths: This lesson plan had some great strengths that made the
lesson very effective. The first strength was the gallon man cutout.
Learning about units of capacity can be extremely confusing when it
comes to conversions. The gallon man cutout made the conversions so
understandable and affective. For instance, in asking how many cups
in a gallon, they would just look at the gallon man and count the
amount of cups that are his finger and toes. That will give you the
amount of cups in a gallon. Another strength was being able to use the
ipads to go on brain pop. From there they were able to watch an
interactive video on units of capacity and take a short quiz on the
material. This was affective because it helped the visual learners see
the material in a different way that may have helped them understand
the material better. The classroom management was effective as well;
the students stayed in their seats, raised their hands, and engaged in
the lesson itself. I would say overall the lesson was pretty affective in

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EDRL 442
checking their homework the next day. They all did very well and
seemed to really grasp and enjoy the material, which was a great
experience for my first lesson in that class.
Concerns: The biggest concern I had when teaching this first lesson
was the game portion. I had them be teammates in their groups where
I would write a question on the board and they had to solve the
question on their mini whiteboard and raise there hand first for their
group to get a point. The problem with the game was the students
were solving the problems as I was writing them on the board so it was
hard to write the question and turn around and see all the hands and
know which group raised their hand first. This caused a bit of arguing
among all the groups, which slowed the learning process down and
made the game complicated. I also wish that there were an ipad per
student so everyone would have been able to watch the video and take
the online quiz. There wasnt enough time for all the students to take
turns using the ipads, which is what I would have liked.
Insights: In the future, I plan on arranging games differently so it will
be more effective and not as competitive. I would also like to arrange
the lesson so that I can rotate the students in and out with the
technology so they will all get to participate, not just the ones that
finish early. Another thing I would like to incorporate is a ball my
teacher has in her classroom. You shove a phone inside it and when
you throw it around you can use it to answer questions. This would be
great for focusing with vocabulary at the beginning of a lesson.