Addi Freiner EdTPA Lesson Plans

Lesson #1
Title of Lesson: Using Customary Units of Length

Grade: Fourth

Alignment with Oklahoma Academic Standards

4. GM.2 Understand angle, length, and area as measurable attributes of real world and mathematical objects. Use
various tools to measure angles, length, area, and volume.

4. GM.2.4 Choose an appropriate instrument and measure the length of an object to the nearest whole
centimeter or quarter-inch.

4.GM.2.5 Solve problems that deal with measurements of length, when to use liquid volumes, when to use
mass, temperatures above zero and money using addition, subtraction, multiplication, or division as
appropriate (customary and metric).

Learning Objectives

Students will estimate and measure lengths by choosing the most appropriate unit of length. They will solve
problems of finding measurement by choosing appropriate tools for the length of the object.

Prior Academic Knowledge and Conceptions

Students will have the background knowledge of understanding the concept of measuring for length.
Students know what length is as well as a few ways of measuring length (such as with yard sticks and
rulers). They have practiced measuring before when told explicit units to use to measure. I will address
prior knowledge by starting our class by engaging students in questions such as what is length?, what is
measurement?, and what are some units of measurement you have used?

Common Errors and Misconceptions

Common errors among this group of students is the idea of finding the best unit of measurement. For
example, you wouldnt measure the classroom in inches or a desk in yards. Students will need to be
reminded of the measurement of each of the units and how we can use them to best estimate the length.

Launch: __5-10____ minutes

Once students have written the math assignment in their agendas, I will introduce that we will be talking
about measurement. I will ask students questions such as what is length, what is measurement, and
what are some units of measurement you have used? I will continue with this whole-class discussion by
stating remind students that they have length that length is the distance form one point to another, but now
they will be using their estimation skills to estimate length. I will then ask the questions What are some
situations you might need to be precise (as well as not precise) about the measurement of lengths or
distances? I will let students discuss this in their table groups and then begin instruction.

Instruction: ___15___ minutes

Once the whole groups have finished discussing the Launch question, I will allow each table group
to share one of their answers of precise measurement.
Addi Freiner EdTPA Lesson Plans

Next physically bring out actual measures of one inch, one foot, one yard, and discuss the measure of a
mile.
Begin to discuss how out of the four measures, an inch is the smallest (but compare to a centimeter),
then a foot, then one yard, and finally a mile. Allow students to discuss in table groups something they
notice about the size of the measures.
Next remind students about the idea of estimating, if we are to be estimating, then the measurement
does not need to be exact, but we use our knowledge of the approximate size of the measures to find
lengths.
Instruct students to turn a piece of paper long-ways on their desk and to separate the paper into three
groups. Then have them write at the top of each segment Things about 1 inch, Things about 1 foot,
Things about 1 yard. Model this for students so that they will stayed engaged in the lesson and the
measurement task.
Then instruct students that they have approximately 5 minutes to look around the classroom and record
the items/objects around the classroom that would fit into these categories. Remind the students before
they begin that they should think about the size of the different measurements of units and then
compare that to the length of the object to help them pick the best category for the object. Provide yard
sticks/rulers at the front for students to use, but focus on the idea of choosing appropriate
measurements.
Once the five minutes is up, instruct students to sit back down at their assigned seats and pose the
question Why did we not put mile on our graphic organizer? Allow a few minutes for students to
share with their table groups their lists.
Have students put their name on the list and turn it in and then have the link arms with a new partner.
Instruct the students in playing measurement Toss and Talk
Some potential questions that I could ask to help facilitate conversation would be:
o Do you think that is the best unit of measurement for that object?
o What reasons support your thinking of_____?
o How do those two measurements compare?
o How can you apply that thinking of this certain unit of measurement to another?

Structured Practice and Application: ___15-20___ minutes

Students will have the opportunity to practice their understanding of using customary units of length
with the Toss and Talk game as well as through the graphic organizer.
For the Toss and Talk, students will need to get twenty double sided counters. They will need two
number cubes and they will be challenged with the task of connecting the most appropriate customary
unit of length to the described object. Students will try to connect four with their answers and their
counters. This activity will take about 5-7 minutes.
Students will then put away their Toss and Talk materials and then pass out the workbooks.
These activities will help me see who understands the concepts of measurement and who might need
some reinforcement/reteaching. During the toss and talk, I will have a checklist for student
understanding. For students who have not displayed their knowledge during the toss and talk, they will
work at the teacher table in a small group with the instructor for further description and help the
following day during our independent work.

Closure: ___5___ minutes

Wrap up the lesson by having students stop working about 5 minutes from the end of class.. Close off the
lesson by asking students questions in the whole groups setting. Ask questions such as what are the units that
we learned about, what is the smallest, what is the biggest? Pose these questions, but have students discuss
amongst themselves and bring up any other questions they may have to their table groups and ultimately to the
Addi Freiner EdTPA Lesson Plans

class. Once students have had time to discuss together and with the instructor, have the students put away their
material and line up for the next rotation.

Differentiation/ Planned Support:

How will you provide students access to learning based on individual and group needs?
o Whole Class: In whole group discussions I will be sure to provide opportunities for all
students to answer questions and stay engaged.
o Groups of students with similar needs: Students with similar needs will come to me during
the workbook time and we will work in a small group on the questions.
o Individual students: For individual students who do not understand, I will monitor closely
and then during the Toss and Talk ask facilitating questions. If help is still needed I will have
them come to the teacher table during the workbook time.
o Students with IEPs or 504 plans: For students with specific plans, I will monitor closely and
maybe give questions to consider when on the measurement scavenger hunt.
o Earlier finishers: Students who finish the workbook page 16-1 early will be allowed to
quietly play a math game at their desk. They can choose from multiplication/division games,
fraction/decimal games, or even matching games with different units of measurement.
o Strategies for responding to common errors and misunderstandings: For responding to
common errors, I will take the time after the Toss and Talk game to address the error and
possibly do a handful of the 16-1 workbook questions as a whole group to bring clarity to
my students.

For students who have gaps in their prior knowledge our opening conversation/launch/engage will
help fill in those gaps by going over the units of measurements and comparing the customary units.
Also for students who continue to struggle, I will be able to work with them in a small group setting
at the teacher table during the students time to complete workbook page 16-1. The students will be
picked off of their ability during the different activities as well as the checklist from the Toss and Talk
game.

Materials:

Envisions Math Topic 16 Measurement, Time, and Temperature

Paper
Writing Utensils
Document Camera
Smart Board
Toss and Talk Practice Sheets
Number Cubes
Double-sided counters
Student Work Books

Academic Language:
Students need to be refreshed on: inch, foot, yard, and mile
Students will practice the measurement language throughout their application during this lesson. They
will be orally using their vocabulary throughout the measurement scavenger hunt and the toss and
talk. Students will be using this language with each other as well as with the instructor.
I will facilitate students using this language by asking questions that require

Assessment:
Addi Freiner EdTPA Lesson Plans

Informal Assessment: During the Toss and Talk game I will monitor student learning and listen to student
conversation. I will go around with a clipboard a list of students names and simply check give students a
check if they are logically pairing the description of the objects with the logical unit of measurement.

Formal Assessment: I will formally assess student understanding of lengths of measurement through their
Things about an inch, foot, and yard graphic organizer as well as in their completion of workbook page 16-
1 Customary Units of Length from the Envisions Math Workbook for Grade Four. Through both of these
assessments I will be able to see who understands the different units and how they can be used.
Addi Freiner EdTPA Lesson Plans

Lesson #2--- possibly a 2 day lesson

Title of Lesson: Customary Units of Capacity

Grade: Fourth

Alignment with Oklahoma Academic Standards

4.GM.2 Understand angle, length, and area as measurable attributes of real world and mathematical objects. Use
various tools to measure angles, length, area, and volume.

4.GM.2.5 Solve problems that deal with measurements of length, when to use liquid volumes, when to use
mass, temperatures above zero and money using addition, subtraction, multiplication, or division as
appropriate (customary and metric).

Learning Objectives

Students will estimate fluently with customary capacity units (cups, pints, quarts, and gallons). They will
compare the relative sizes of capacity measurements.

Prior Academic Knowledge and Conceptions

Students have prior knowledge about measurement. Students are familiar with cups and gallons, but some
have never heard of pints or quarts. Students understand the idea of measuring an amount and they have
prior knowledge of what volume is and how to find volume.

Common Errors and Misconceptions

A common error that students might make about capacity is that sometimes students might make the
mistake of estimating capacity based on the size of the container, rather than the amount the container can
hold. Another misconceptions could be students getting their units customary units of capacity confused.

Launch: ___5-10___ minutes

We will begin the class by students writing the math assignment in their agendas and then placing their
binders on the floor. The Task Get out a expo marker, on your desk write out mile, foot, inch, and yard and
place them in order from smallest to largest with an example of an item with approximately each measure
on the side. We will then talk about it as table groups and then as a whole class.

Then I will ask students if they have ever heard of the word capacity? I will allow students to give their
answers and discuss anything they knew about capacity. Then I will ask students what they knew about
cups, pints, quarts, and gallons. I will then let them discuss these items as table groups and then we will
share as a whole group. I will then ask students to clear their desk so that we can begin to learn about
capacity.

Instruction: __20__ minutes

After students have finished discussing about what capacity could be as well as cups, pints, quarts, and
gallons, I will instruct students to get out a red, green, blue, and purple marker/crayon/colored pencil.
(as the instructor, I will be drawing out what I say with the students on the Smart Board.
Addi Freiner EdTPA Lesson Plans

On their measurement book, have students draw a large red box in the middle of the sheet. Within this
box have them write the word Gallon. Discuss with students that for this lesson gallons are going to be
the biggest unit of measuring capacity.
Once everyone has finished the first box, instruct students to get out their blue coloring utensil and
from the big gallon box, draw four smaller boxes (similar to arms and legs) and in each of these write
the word Quart. Explain to students that within one gallon there are four quarts. On the top corner of
the box write 1 gallon=4 quarts.
After the students have written about quarts, have students draw two boxes in green from each quart.
On the green boxes, write the word pint. There should be 8 boxes to write pint in. Discuss that one
quart is equal to 2 pints. Write at the top that 1 quart=2 pint. Discuss that if there are two pints in one
quart, how many pints would be in a gallon.
Next, have students draw 2 boxes off of each green box with a purple coloring utensil. In each of these
purple boxes, write the word cup. If you cant fit the whole word, just write the letter C. Then discuss
that 2 cups are equal to 1 pint. Ask the question of how many cups would be in a quart, and then again
in a gallon. Make sure to add to the measurement key at the top corner by adding 1 pint=2 cups.
Once everyone has completed gallon man, ask students what they notice between their shoulder
partners and then I will allow them to share in the whole-class setting.
Once we have discussed what they have learned, I will have students keep Gallon Man on their desk
and I will get out an example of a Gallon, a Quart, a Pint, and Cup. I will physically show students
how 2 cups fit into a pint, two pints equal a quart, and that four quarts equal a gallon. Students will
remain at their seat, but they will guide the amount to of cups/pints/quarts to pour to make the amounts
equal.
Once we have done this, I will have students get out their expo markers and we will begin to do guided
practice on the board at first as a whole class and then scaffold the work so students begin to work
independently.
Facilitating Questions I may ask:
o How many ____ can fit into ____?
o How can you support your thinking, what is equation helps support this?
o Would ___ make sense with the knowledge that we have about its size?

Structured Practice and Application: __15-20__ minutes

Students will have the chance to apply their knowledge of capacity in the guided practice that we will
do as a whole group after we make Gallon man. The guided practice questions are from the
Envisions book and ask questions like what is the best estimate, what is the most appropriate unit to
measure, and if there are ___
We will also do a plicker at the end to gauge student understanding of the concept as well as their
ability to apply their knowledge of the different operations to the measurements of capacity. The
plicker will have 10 questions with multiple choice answers for students to be able to answer with their
plicker card. I will allow students to use their expo markers to work out their thinking on their desk.
I will be able to determine if students are meeting the intended learning objectives through their
performance during the guided practice as well as plicker.

Closure: ___5-10___ minutes

I will close this lesson by asking the same question I began to the lesson with, what is capacity. I will ask
them about the units we learned about capacity and then I will have students write out how many quarts are in
a gallon, how many pints are in a quart, and how many cups are in a pint on their desk with expo marker. Once
they have done this, I will go around and be checking. I will have students share their thinking, we will make
corrections and then we will line up for the next rotation.
Addi Freiner EdTPA Lesson Plans

Differentiation/ Planned Support:

How will you provide students access to learning based on individual and group needs?
o Whole Class: This lesson will be very whole-class based, from making gallon man all the
way to plicker, our class will be working as a unit. If there is a misconception amongst the
whole class I will be able to address is together.
o Individual students: I will have students who are struggling individually explain their
thinking to me while they work on guided practice problems and talk through
misconceptions.
o Students with IEPs or 504 plans: For students with IEPs or 504 plans I will allow them (and
all students really) to come sit on the carpet to work through guided practice. This will allow
me to closely monitor them and assist when needed. Also for students who might not be able
to draw out Gallon Man, I will have a premade Gallon Man outline made and they will just
need to write in the unit names.
o Earlier finishers: For students who are able to work on the guided practice questions
independently, I will let them know that if they finish early they will be required to check
their work. If this becomes a problem I will allow students to stay at their desk and quietly
follow along as we go throughout each problem. We will be on a problem-by-problem basis,
so there will be only small amounts of time that they will be done before others.
o Strategies for responding to common errors and misunderstandings: For responding to
common error, I will be able to address it during the guided practice whole-group part of the
class.

I will support students with gaps in their prior knowledge by making sure that they are participating in
the guided practice as well as monitoring their understanding throughout the plicker time. I will make
note of students who do not show understanding through Plicker and address misconceptions at the
beginning of the next lesson.

Materials:

Measurement Book
Expo markers and desks
Coloring utensils-red, blue, green, purple
A quart, a pint, a cup, and a gallon
Smart Board-Guided Practice Slides
Plicker software and cards

Academic Language:
Capacity-is the amount a container can hold. Some customary units of capacity are cups, pints, quarts,
gallons.
1 pint=2 cups, 1 quarts=2 pints, 1 gallon=4 quarts
I will be using this vocabulary throughout the building of Gallon Man as well as throughout the
guided practice. Students will use this vocabulary both orally and through writing during the making
of Gallon man and when they are giving their answers for guided practice and the Plicker assessment.
Due to the fact that vocabulary is so crucial to the understanding of capacity, students will be required
to use the vocabulary in their table group conversations and whole class interactions.

Assessment:
Addi Freiner EdTPA Lesson Plans

Informal assessment: During our guided practice, I will have students rank their understanding of the
customary units of capacity. 0 means they do not understand it at all, completely lost. 1 means that they
somewhat understand, but they cant do it independently. 2 is they are beginning to do the work
independently, they just need a little bit more guidance. 3 is confident in their ability. 4 is so confident in
their ability that they could teach others. I will record the students that are at 0 and 1s and we will continue
with our guided practice.

Formal assessment: The Formal assessment will take place through Plicker. Questions will be asked and
students will have to use their expo markers/desk to work out their thinking and answer the multiple chose
questions correct. There will be ten of these questions.
Addi Freiner EdTPA Lesson Plans

Lesson #3
Title of Lesson: Units of Weight

Grade: Fourth

Alignment with Oklahoma Academic Standards

4.GM.2 Understand angle, length, and area as measurable attributes of real world and mathematical objects. Use
various tools to measure angles, length, area, and volume.

4.GM.2.5 Solve problems that deal with measurements of length, when to use liquid volumes, when to use
mass, temperatures above zero and money using addition, subtraction, multiplication, or division as
appropriate (customary and metric).

Learning Objectives

Students will estimate fluently and measure with units of weight. Students will understand the differences
as well as relationships between ounce, pound, and ton..

Prior Academic Knowledge and Conceptions

Students might have background knowledge of knowing the terms of ounce, pound, and ton. Although they
might have heard of these terms, they might not know the actual meaning and/or relationships between the
different units of weight. Students have had experience with weight such as weighing themselves at the
doctors office or using scales/balances.

Common Errors and Misconceptions

Most students will be somewhat familiar with these terms, but their ideas of weight might be exaggerated.
With these exaggerated ideas of weight, students estimations might not be accurate.

Launch: ___5-10___ minutes

Start the lesson by having students write in their agendas, then have them place their agendas on the
ground. For a review warm up question, pose the questions Jocelyn wants to estimate how much juice is in
a lemonade pitcher. Which would be the best unit to use to measure: a teaspoon, a cup, a pint, or a gallon?
Allow students to think about it, use their Gallon Man if needed and then have the students share their
thoughts with their table groups. Discuss thinking as a class and then introduce the concept of weight. Ask
students to define weight. (Weight is a measure of the heaviness of an object. Some customary units for
measuring weight are ounce, pound, and ton.)

Instruction: ___15-20___ minutes

Begin instruction by asking students if they have ever heard of a pound, and ounce, or a ton. If they
have allow them to give examples in a whole class setting.
Explain to students via the Smart Board that sixteen ounces is a pound and 2000 pounds is a ton.
Explain to students that an ounce is abbreviated oz, a pound is abbreviated lb, and a ton is abbreviated
T. Before moving on, have students calculate how many ounces were in a ton. (32,000 ounces).
Instruct students to come sit on the carpet and to sit with their table groups.
Addi Freiner EdTPA Lesson Plans

Next pose the problem to students to name 3 animals, one that could weigh less than a pound, one that
would weigh greater than a pound, and then one that would weigh over a ton. Have students work in
table groups to come up with an animal for each category. Have the groups give you a thumbs up when
they have found an animal for all categories. Once everyone gives a thumbs up, create a chart on the
board and have students share their animals by writing them on the Smart Board.
Ask students questions:
o Do they agree/disagree and what do they notice?
o Also have students answer questions like which is the smallest unit of weight?
o Which is the largest unit of weight? Allow students to agree and disagree with each other?
o What does this objects size weight compare to? What do we already know from our prior
knowledge and our whole-class discussions that could help us organize our thinking?
Do a Drag and Drop with different objects for the students to drag and drop them on the Smart Board
into categories of less than a pound, more than a pound, and more than a ton.
o The Drag and Drop objects will consist of: a key, a mouse, a bag of chips, a pencil, a knife, a
chair, a roller blades, a jewelry box, a textbook, firewood, a fire truck, a Cow, a Wind mill
blade, a cruise ship, and a jumbotron.
Next have students return to their desk and ask them to independently choose the most appropriate unit
to measure: a truck, a letter, and a bag of apples. Have students write down their answers. Go around
with a checklist and give students a 3 if they chose correctly, a 2 if they got two correct, a 1 if they got
one correct, and a zero if they did not get any correct. This will work as an informal assessment.
Once the checklist is complete, have students erase their desks for guided practice.
I will connect to students prior knowledge by comparing the objects in the guided practice to the
size/weight of objects that they had knowledge of such as the animals done in the beginning of the
lesson as well as the truck, letter, and bag of apples.
Students will be working independently, in small groups, and will contribute to whole-class
discussions as well as participate in the guided practice.

Structured Practice and Application: ___15___ minutes

We will do our guided practice as a class on the Smart Board problem-by problem. The guided
practice problems include questions such as identifying the unit to measure a slice of bread, a sheep, a
helicopter, and a bicycle. Students will also begin to work independently on the independent practice
(which is more problems asking students to choose the most appropriate unit to measure the weight of
different items). While this occurs, I will be pulling different groups of students who got 0 or 1 correct
and working with them in small groups at the teacher table to help solidify their learning.
Students will also do workbook page 16-3 and work individually. If they complete it before class
finishes, they will leave the workbook page in their workbooks and they can quietly play a units of
weight Toss and Talk game with a partner. From their performance on the workbook page I will know
if I need to reteach or if there are a few students I need to revisit some of the terms with.

Closure: __5__ minutes

To begin get ready to rotate classes I will have students put away their Toss and Talk games as well as their
work books and to return to their seats. To wrap up this lesson I will have students put away their work books
and turn to their shoulder partner and tell them one thing that weighs an ounce, a pound, and a ton. Once they
have told each other, I will allow some students to share with the whole class and have others agree or
disagree. Then I will have students line up and they will go to the next rotation.

Differentiation/ Planned Support:

How will you provide students access to learning based on individual and group needs?
Addi Freiner EdTPA Lesson Plans

o Whole Class: I will provide whole-class discussions so students can learn from each other as
well from my instruction.
o Groups of students with similar needs: For students with similar needs I will work with them
during the pull time at the teacher table and allow those students (as well as any student who
would like) to come sit and work on the carpet by the Smart Board during Guided Practice.
o Individual students: For individual students I will support their learning during the Guided
Practice when I am monitoring. I will ask questions to help encourage their thinking and will
support them in the way they need.
o Students with IEPs or 504 plans: For students on IEPs or 504 plans I will keep them
engaged, by having pictures of the different objects that we will be estimating units of
weight for so that they can make connections between the word and the actual object.
o Earlier finishers: will be allowed to play Toss and Talk- Units of Measurement with a partner
quietly on the carpet
o Strategies for responding to common errors and misunderstandings: I will address common
errors or misunderstandings during the guided practice as well as during my small group pull
time at the teacher table.

For students with gaps in prior knowledge I will be sure to monitor their group contribution for the
lesson as well as monitor their guided practice. If needed I will work with them in small
group/individually at the teacher table for the independent practice and workbook page. This will
mean that we will go through each problem and discuss the logical answers and compare our answers
to answers of other objects that could have similar weight.

Materials:

Envisions Math Grade 4 Measurement, Time, and Temperature

Smart Board
Drop and Drag Smart Board Game
Envisions Work Books
Writing Utensils
Toss and Talk- Units of Weight
Number Cubes
Double-Sided Counters

Academic Language:
Weight is a measure of the heaviness of an object t. Some customary units for measuring weight are
ounce, pound, and ton. Sixteen ounces equals 1 pound and 2,000 pounds equals 1 ton.
Students will use the terms ounce (oz), pound (lb), and ton (T) throughout the lesson both written and
in conversation between group members, shoulder partners, and whole-class discussions.
We will model the use of this language throughout this lesson plan, beginning with the launch all
the way through the writing portion of the workbook pages. It is crucial for students to make the
connection between the written word, the spoken word, and the abbreviation of ounce, pound, and
ton.

Assessment:

Informal Assessment: The informal assessment will occur before the guided practice when I ask students
about the category of the letter, a truck, and a bag of apples. There will be a checklist for all the names,
students can get a range of 0-3 beside their name and the score will correlate with how many the student
correctly matches with the unit of measure.
Addi Freiner EdTPA Lesson Plans

Formal assessment: The formal assessment will occur during the workbook page 16-3. Students will turn in
the work book page and it will be graded. The feedback I receive from the workbook page with lead my
next step of reteaching certain aspects of this lesson or moving on to the next lesson.