Design for Learning

Instructor: Victoria Rivera

Lesson Title: Units of Length
Curriculum Area: Math

Grade Level/Cooperating Teacher: 4th, Logan

Date: April 15, 2015
Estimated Time: 45 minutes

Standards Connection:
AL 4th, Math: 19.) Know relative sizes of measurement units within one system of units,
including km, m, cm; kg, g; lb, oz; l, ml; and 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. [4-MD1]
Learning Objective(s):
Students will be able to correctly identify units of length and their conversion on an exit slip.
Learning Objective(s) stated in kid-friendly language:
Today, boys and girls, we are going to be learning about units of length and how to measure
items.
Evaluation of Learning Objective(s):
At the end of the lesson, the teacher will give the students an exit slip. On this exit slip, the
students will need to match units of length with their corresponding conversion. Students must
receive 100% of the answers correct in order to be considered proficient.
Engagement:
The teacher will bring in items of various sizes to show and engage the students. The items will
be: a paperclip, a pencil, a piece of paper. Are these items the same size? Students will respond
with no. Are they different? Students respond with yes. How do you know? Students will respond
with one item is bigger than the other. We know that these items are not the same length because
we can measure them and see which one is bigger. What kinds of things do you think we could
measure with? Students will respond.
Learning Design:
I. Teaching:
Ok class, today we are going to be learning about units of length. We just said that we knew that
one item was bigger than another. We can measure the length of these items to determine which
item is longer than another. Lets take a look at the chart. According to the chart there are 12
inches in 1 foot. An example of an item that is usually around one inch is a paper clip. An
example of one foot is mens shoes and the edge of a piece of paper. If we took the paper clips
and put them alongside a piece of paper we would find that there would be around 12 paperclips
because there are 12 inches in a foot. There is also 3 feet in one yard. If we were to measure the
door, which is about three feet in length or one yard, we would find that three sheets of paper
would equal the length of the door. 1 yard is also equal to 36 inches. We could take around 36
paperclips and put them alongside the door and find that it equals one yard. Now, this unit of

length is a bit more complicated than the others. Although we can hold items that are an inch,
foot, and yard long we are not able to hold something that is a mile long. 1 mile is 5,280 feet.
You could walk one mile in about 20 minutes. We could also take 5,280 pieces of paper and find
that it would measure about a mile. Ok, now lets take a look back at the items that were
presented to you earlier in the lesson. The teacher will bring the items in front so all the students
could see. What unit of length do you think would be best for measuring each object? The
teacher will point to each item and ask the students what unit should be used to measure each.
The teacher will then ask the students to make predictions about how long they think each item
will be. Lets make predictions about how long we think each item is. The teacher will record
student responses on the white board in a t-chart. She will allow students to raise their hands and
will call on students that are being quiet and sitting in their seat. After they have predicted how
long each item is, the teacher will call on students to come up and measure how long each item
is. She will record responses in the t-chart. Ok class, do we think that are predictions were pretty
close to being accurate? Teacher will allow students to respond. I think that our guesses were
pretty close! Now, I would like for you all to take our your math book, we are going to be
working out some problems together before you complete some on your own. Please write your
responses in your math journal. The teacher will put the math book underneath the ELMO
camera and project the problems on the white board for the students to see. The teacher will
work through the first six problems with the students. As a class, the students will come to a
conclusion about what unit of length should be used for each problem.
II. Opportunity for Practice:
Ok class, now that we are practicing a little bit with measuring, I am going to allow you to do
some problems on your own! I would like for you all to work on problems 7-17. Please feel free
to ask me any questions that you may have. I am here to help you. Now, this is not done in pairs
like we have done in the past, I would like for you to work on this individually. After the students
have complete their practice, the teacher will have the students will come to the board and share
their answers with the class.
III. Assessment
Ok friends, to finish up our lesson, I am going to give you an exit slip to see how much you have
learned about measurement. You are going to need to correctly match the units of length to its
equivalent conversion. You will need to complete this individually; this is not a group activity.
When you have finished, please turn into the paper tray on Ms. Logans desk. When you have
finished, we are going to discuss our answers. When I have passed out the assessment, you may
begin.
IV. Closure:
To finish the lesson, the teacher will talk about the answers to the exit slip. She will ask the
students to share their answers with the class. After the students have shared their answers, the
students will put their materials away and will prepare for lunch.
Materials and Resources:
Assessment
Pencils
Notebook

Math book
Notebook
Tissue box
Math journal
Paper clip
Anchor chart

Differentiation Strategies (including plans for individual learners):

Reteaching: The teacher will pull students into small group instruction if they need
reteaching. She will review the lesson and material and will give the students additional
instruction and practice.
Extension: For children that need extending, the teacher will ask them to measure real life
items around the room and record the item and the measurement in their math journal.
Data Analysis:
Going into this lesson, I thought that this would be a very hard concept for them to grasp, but the
data spoke otherwise. Almost all of the students received a 100% on the exit slip.
Reflection:
The students loved learning about measurement! They were actively engaged in the lesson and
did well at converting units of length. The students enjoyed working together and discussing
measurement and what unit they should use in their problems. I do not think that I would change
anything about this lesson. The students enjoyed learning about measurement, and based on the
results of the assessment, the students grasped the material.

Name: _________________________________________
Directions: Please match each unit of length to its
equivalent conversion.

1. 1 foot ________
2. 1 yard _______
3. 1 mile ________

A. 12 inches
B. 3 feet or 36 inches
C. 5,280 feet