McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Kim Witham Date: 02-21-17

Title of Lesson: Metric Conversions 2 Cooperating Teacher: Megan Tipton

Core Components
Subject, Content Area, or Topic
Math/Measurement
Student Population
39/Inclusive

Learning Objectives
The students will be able to convert metric units into larger and smaller units.

Virginia Essential Knowledge and Skills (SOL)

VA SOL The student will
c.) identify equivalent measurements within the metric system;

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Promethean board
Quiz on appropriate measure sheet
Meter stick
Master ruler
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
3 *Anticipatory Set
Mins. TTW show a Flocabulary video on King Henry Died Drinking Chocolate Milk to the
class.

*State the Objectives (grade-level terms)

The students will be able to convert metric units into larger and smaller units.

15 Mins. *Instructional Input or Procedure

(including Whole Group
anticipatory TTW review yesterdays lesson on metric conversions.
set) TTW put the metric conversion ladder on the Promethean board.

TTW put the following problems on the board and ask the students which
two have equivalent measurements: (see problems below)
TTW demonstrate the first one for the class (I do).
TTW do the second one with the class (we do).
TTW have the students work in partners for the last two problems.
3,000 mm 300 cm 3 km
1200 g 12 kg 12,000g
4,000 mL 4L 400 mL
50 Mins. 10,000 m 10 km 100,000 cm
Small Groups
Witham: metric conversions/quiz on appropriate measurements/working on
equivalent metric conversions
Tipton: Multi-step decimals
Bailey: Remediation group

*Modeling
TTW model the first problem (I do) on the board during the whole group lesson
before doing a problem together with the class (we do).

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Check for Understanding
TTW check for understanding by facilitating around the room as the students are
working in pairs. TTW also check for understanding during small groups.

*Guided Practice
TTW guide the students by doing problem number two with them (we do). TTW also
guide the students during small groups.
*Independent Practice
The students will work independently during small groups as well as on their
assessment.
Assessment
The students will be assessed on a quiz (Finding the Appropriate Measurement).
The students will also be formatively assessed during whole groups when they are
working in pairs as the teacher is facilitating the classroom.
5 Mins. *Closure
TTW gather the students at the end of the lesson to see if there are any
misunderstandings or misconceptions that the students came across.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW group the students for small groups based off of the previous days lesson.
Collaborative opportunities for students to discuss and work together.
Enrichment: Students will be provided with a recipe card and have an opportunity to convert
metric measurements without changing the recipe.
Remediation: Students that are struggling with working out these equivalent problems will
use master ruler, KHDWDCM visual, and they will stay for 2 group rotations with Ms. Bailey
to ensure that they understand the concept,
Classroom Management Issues (optional)
TTW use a timer to maintain that whole group and small groups do not run over.
TTW use, If you can hear me clap once, if you can hear me clap twice... to gain the students
attention.
TTW use a two warning system. This means that if any student has to be addressed more than
twice, they must leave either the whole group or small group and return to their seat until that
particular time frame is over.
TTW use Class Dojo points to reward positive behavior during whole group and small groups. TTW
also use Class Dojo in conjunction with the two warning system. If they are asked to leave the
table, they also lose five points.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015