Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will be able to identify and convert between the metric units of length, such as kilometer, meter, centimeter, and millimeter.
2. Students will understand that to convert from smaller to larger units, they need to divide, and to convert from larger to smaller units, they will need to multiply.
3. Students will accurately and precisely use measurement tools, such as centimeter rulers, tape measures, and meter sticks.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students need to be fluent in multiplying and dividing by powers of 10, such as 10, 100, and 1000.
2. Students need to accurately measure using a centimeter ruler, tape measure, and meter stick.
3. Students need to know the metric units of length, such as kilometer (km), meter (m), centimeter (cm), and millimeter (mm), and how much of one is equal to the other. For example, 1 km = 1000 m, 1 m = 100 cm, and 1 cm = 10 mm.
Guiding Questions: What are the guiding questions for this lesson?
How do we measure how long something is? (meter stick, tape measure, centimeter ruler)
What are the metric units of measuring length? (kilometer, meter, centimeter, millimeter)
Can you close your eyes and visualize how big a millimeter is? (Repeat for the other units, students can give examples of objects that are about each unit, for example a millimeter is the width of an eyelash, a centimeter is the width of your index finger)
How did you decide which tool to use to measure the different objects in the classroom? (look at the object and decide which tool is best based on object size)
How do you know your answer is correct? (measure more than one time, consult with other students and the measurements they got)
How can you check your work in that conversion you completed? (do the math again, possibly using a different strategy, to make sure it's accurate)
What is the amount in this problem? What is the unit? (number and what unit, for example the pencil measured 120 millimeters)
How do you change from one unit to another? (small to large, divide by power or multiple of 10; large to small, multiply by power or multiple of 10)
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher can "hook" the students by choosing one or both of the following investigations. The teacher can choose which activity would best fit with their time schedule and the ability levels of their students.
a. How many times would you have to walk around the basketball court to travel a distance of 2km? (If a court is not available choose an appropriate area close to the mathematics classroom.) It should take about 15 min. for students to work through this problem in pairs or small groups. They can choose the appropriate tools and strategies to solve this problem. The teacher will want to try this problem first to have an idea about a possible range of answers.
A class set (25 books) of mathematics textbooks will be covered with plastic film. Each textbook needs 700 mm of plastic film to cover it. How many 10m rolls of film will be needed to cover all the books? Again, students may work in pairs or small groups to decide what strategies would help to solve this problem. This problem should take about 10 min. to solve. (Since there are 1000 mm in 1 m., students first should find out how many mm will be needed to cover the books by multiplying 25 * 700 = 17,500 mm. Then, they need to convert 17,500 mm to m by dividing 17,500 by 1000 to get 17 m 500 cm or 17.5 m. So two 10 m rolls of film will be needed.)
2. The teacher will start the lesson by reviewing the metric units of length and how much of each unit is equal to another unit. Students will be given about 5 min. to independently write the units and their conversions in their math notebooks. (Again, students can refer to the FCAT or other standardized test reference sheet for conversions.)
3. The teacher will then ask students to share what they've written, and he/she will record this information on the board. The teacher and students will then work together to put the units in size order (smallest to largest or largest to smallest), and will discuss how one unit relates to another. They will discuss how a centimeter is 10 times larger than a millimeter, and a millimeter is 1/10 the size of a centimeter. They will also discuss how a meter is 100 times larger than a centimeter, and that a centimeter is 1/100 of a meter (discuss centi- as meaning 100). Then, they will discuss how a kilometer is 1000 times larger than a meter, and that a meter is 1/1000 of a kilometer (discuss kilo- means 1000).
4. There should also be a review of how to multiply and divide by powers of 10. For example, to multiply 23 by 10, you can do 23 * 1 = 23 and add a zero for 230, or you can move the decimal one place to the right, 23. to 230. Dividing is to move the decimal to the left the number of zeroes in the power of 10. For example, to divide 45 by 100, you move the decimal in 45. 2 places to the left to get 0.45. The teacher could write the following problems on the board for students to practice solving (answers are in parentheses): 48 * 100 = ____ (4800), 9800/1000 = _____(9.8). Students can try these problems at their desks, and the teacher can call on different students to put their answers and how they arrived at their answers on the board, under the problem. Call on about 3 students for each problem. Then, have the students explain what they did to solve each problem.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher will either hand out copies or write the “Recording Chart for Measuring Objects in the Classroom” on the board for students to copy into their notebooks.
2. The teacher will assign students to find and measure 5 classroom objects using a centimeter ruler, tape measure, and meter stick. Some possible examples of common classroom objects are the white board or chalkboard (length or width), the size of their desk top, how tall the door is, tape dispenser or stapler length, etc. Allow students to choose which objects they would like to measure (you may want to make some objects off limits; for example, if you don't want students touching things on your desk, you can make that off limits.) Students can choose which tools to use for which objects. Students may work in pairs or groups to complete this activity, with each student keeping his/her own recording chart.
3. Students will record the name of the object under the object heading and the measurement under the appropriate heading. For example, if a student measured an object in centimeters, they will record this measurement under the centimeter heading.
4. When students finish with this, they will take their papers or notebooks back to their desks, and they will convert the measurement they have to the other two units. For example, if a student measured a pencil to be 12 cm, he/she will convert this measurement to mm by multiplying 12 * 10 = 120 mm. He/she will record this measurement under the millimeter heading. He/she will then convert cm to meters by dividing 12 by 100 to get 0.12, and he/she will record this measurement under the meter heading.
5. When most, if not all, students have finished with this, the teacher will lead a sharing time, where students can share the objects they measured and the three measurements they have for each object. This can be done by handing each student a 3 X 5 in. index card to record one of their objects and three measurements for that object. Remind students to label their measurements and put their names on their cards. Students can take turns (either by group, if your students are seated in groups, or they can come up when they finish) taping their index cards to the board. The teacher can either read each card or have individual students read their own cards. The teacher can lead a discussion to determine whether the measurements are correct or if they need to be changed. (see Further Recommendations for additional ideas)
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The teacher will then hand out the "Metric Units of Length Practice Sheet" for students to complete. They may work independently on this, or they can work in pairs or groups (you can choose what will work for your class). Allow students enough time to finish, and then go over the answers with students. You may also choose to collect these papers to check, and then discuss with students the next day the difficulties some students may have had and the successes you noticed.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. The teacher will go over the answers to the worksheet with students. The teacher can call on different students to provide answers, and he/she can record the answers on the board.
2. The teacher will review the metric units of length, conversions, multiplying and dividing by powers of 10. This can be done through discussion or through writing problems on the board for students to solve, so the teacher can understand what the students may still need to learn.
3. During the next day's math lesson, the teacher can assign the "Metric Length Quiz" (see Summative Assessment) for students to complete. This can be collected and scored and will provide the teacher with information regarding concepts that may still need to be addressed.
Metric Length Quiz (no answers).docx
Students will be assigned a 4 question quiz to assess how well they mastered the learning objectives of this lesson. Based on the data from this quiz, the teacher will know whether or not further instruction will be needed on the objectives.
At the start of the lesson, the teacher will ask students if they can name the metric units of length. These will be written on the board as students give them. Then students will be asked to put these units in order from largest to smallest, and the units will be written in that order. Then students will be asked to write in their math notebooks how much of each unit is equal to another unit. For example, 1000 m = 1 km. Then, they will share what they've written and these conversions will be written on the board. If students are struggling with remembering these things, the teacher can show students what these measurements look like on a centimeter ruler and a meter stick. A kilometer would not be shown in the classroom, since it is 1000 m, but a discussion can be started by using a meter stick and imagining how long 1000 of those would be.
Students will be given sample problems about how to multiply and divide by powers of 10 during the teaching phase of the lesson. The teacher will walk around the room and monitor students' progress with this, asking how they solved certain problems by having students walk through the process they used to solve the problems. The teacher will also walk around to assess how well students are using the various measurement tools. He/she may ask students why they chose a particular tool (looked at the size of the object and chose the tool close to that size), and have students demonstrate how they used the tool (I put the zero line at the start of the object and read the number at the end of the object).
Feedback to Students
The teacher will walk around and observe how students are doing in different parts of the lesson. The teacher will ask students to explain what they did on a particular task, and he/she will continue to ask questions to determine the student's level of understanding. For example, while students are measuring objects around the room, the teacher could ask, "How did you find that measurement?", and the student can explain how he/she held the ruler or tape measure, and how he/she found the measurement to be a certain number of centimeters. The teacher can ask, "How did you know to measure that way?", and the student could explain further what he/she did. The teacher can also ask questions about how the student converted from one measurement to another in order to help the student self-check his/her work. If a student is doing the process incorrectly, the teacher will guide him/her, through further questioning, to assess the difficulty and provide help to solve the problem. For example, the teacher can ask "How do you convert mm to cm?" (divide mm by 10 to get cm) If the student can answer this, ask "How do you convert cm to mm?"(multiply cm by 10 to get mm) Keep repeating this questioning using all units of measure to determine which units are giving the student difficulty. Then guide the student through the process of converting the units successfully.