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1. State Standard(s):
● 4.MD.1: Know relative sizes of measurement units within one system of units including
km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement,
express measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two column table. For example: Know that 1 ft is 12 times as long as 1
in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and
inches listing the number pairs (1, 12), (2, 24), (3, 36),. . .
2. Teaching Model(s):
● Whole group instruction
● Kagan: Pairs Check
● Lemov Strategy #10: Own and Track: Have students correct or revise their own work,
fostering an environment of accountability for the correct answer.
● Lemov Strategy #43: Turn and Talk: Encourage students to better formulate their
thoughts by including short, contained pair discussions but make sure to design them for
maximum efficiency and accountability.
3. Objective(s):
I can statements:
● I can explain the size of different units of measurement (km,m; kg, g; lb, oz; L, mL; hrs,
min, sec).
● I can compare the different units within the same system of measurement (e.g. 1 ft = 12
in; 1 lb = 16 oz).
● I can convert larger units of measurement within the same system to smaller units and
record conversions in a 2-column table.
Teacher Objective:
● Express metric length measurements in terms of a smaller unit; model and solve addition
and subtraction word problems involving metric length.
5. Instructional Procedures:
● Motivation/Engagement (10 minutes):
o TW transition S into math and start Module 2.
o Fluency Practice:
▪ TW write 100cm=___m on the board and say 100 centimeters is the
same as how many meters?
▪ SW respond with 1 meter (ideally)
▪ TW repeat the process with as many possible sequence to help enforce
fluency: 200 cm, 300 cm, 800 cm, and 500 cm.
▪ TW then write 1m=__cm and say How mw many centimeters are in 1
meter?
▪ SW respond with 100 centimeters (ideally)
▪ TW repeat the process with as many possible sequence to help enforce
fluency: 2 m, 3 m, 7 m, 4 m, and 9 m.
▪ SW see the connection between switching from cm to m and then m to
cm.
o TW continue with fluency practice and begin add/subtract meters and centimeters.
▪ TW project a number bond with 150 cm written as the whole and 1 m as
one of the parts.) and say How many centimeters are in 1 meter?
▪ SW respond 100 centimeters (ideally)
▪ TW tell S to use their personal white boards and to write a number bond
filling in the unknown part.
● Review with students what part of the number bond is the whole
and what is the part.
▪ SW write on their personal white boards that 150cm is their whole and 1
m (100 cm) and 50 cm is their part.
▪
● Developmental Activities or Learning Experiences:
o Application Problem (8 minutes):
▪ TW present story problem on the Smartboard/Projector: Martha, George,
and Elizabeth sprint a combined distance of 10,000 meters. Martha sprints
3,206 meters. George sprints 2,094 meters. How far does Elizabeth
sprint? Solve using an algorithm or a simplifying strategy.
▪ TW draw out a tape diagram with the students whole group to determine
what the tape diagram is.
● TW ask What do we know from the story problem?
● SW answer:
o Combined distance of 10,000 meters is our whole.
o George sprints 2,094 meters as our part.
o Martha sprints 3,206 meters as our part.
● TW ask Who are we missing, what question is being asked?
● SW answer:
o How far does Elizabeth sprint, we don’t know how far she
sprinted.
●
▪ TW transition into Concept Development with the intention that students
are familiar with basic conversion that was reviewed in engagement.
o Concept Development (32 minutes):
▪ TW create anchor chart with S to show Metric Units of Length
▪ During creation of anchor chart, discuss with students about the length of
a centimeter, meter, and kilometer.
▪ TW show students a stapler, the height of the stand with the laptop on it
(instead of countertop), and describe the distance from school to
somewhere within 1 kilometer (school to Meadows Mall is roughly ½ mile
which is a little less than 1 kilometer but similar for example).
▪ TW give students ruler with a partner so that they can visibly use it to
measure things around them to give them visual of what a centimeter is or
what a meter is. Lemov Strategy #43: Turn and Talk
▪ SW return from their activity and come back ready to move forward to the
next problem of the concept development.
o Concept Development Part 2:
▪ Create table to show comparison of kilometers to meters.
▪ TW ask students what they notice is similar about the measurements.
▪ TW pose question to S and have them discuss with their partner When we
added meters, the answer was 7,500 m. When we added mixed units,
the answer was 7 km 500 m. Are these answers equal? Why or why
not?
▪ SW discuss and then share with the class that it is the same answer
because 7 km = 7,000 m and so 7,000 m + 500 m = 7,500 m.
▪ TW have students work with a partner to solve 1 km 734 m + 4 km 396
m.
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: