Ready, Set, Teach Lesson Plan Format #3

Intern:

Melayna Blassingame

Lesson Plan #:

Subject:

Math

Title of
Lesson:

Measuring With Peanuts

Grad
e:

Date:

#3
April 21
2016

Standards
TEK #
7

Knowledge

Skill:

Geometry and
measurement. The student
applies mathematical
process standards to
directly compare
measurable attributes. The
student is expected to:

(A) give an example of a measurable

attribute of a given object, including
length, capacity, and weight; and
(B) compare two objects with a common
measurable attribute to see which object
has more of/less of the attribute and
describe the difference.

Student Objective(s)
1. The students will give an example of the length of an object.
2. The students will tell which object is longer, shorter or the same size as another object.

Materials
Teacher:

Student:

Packing Peanuts

Packing Peanuts

Bucket to put packing peanuts in

Laminated Cars

Smartboard Presentation

Lolly pop papers

Yarn

Playdough

Laminated Cars (different sizes)

Worksheets

Measuring Stick

Pencils

Lolly Pop paper

Playdough
2 different worksheets
-number of peanut box
-number of peanut boxes and drawing
Powerpoint
Specific technology materials:

Ipads

Ipads with ABCmouse pulled up

Vocabulary/Academic Language for this lesson

Length, Size, Bigger than, Smaller than, Same size
Learning styles addressed in this lesson
x

Visual

Auditory

Tactile

Kinesthetic

Collaborative Learning

Size of groups:

Type of groups:

4 students

Table groups

No collaborative grouping is used in this lesson

Lesson Procedure:
Lesson Frame:
We will

Give an example of length and demonstrate items that are bigger, smaller,
shorter and taller than a given object.

I will

Find objects that are bigger, smaller, shorter, and taller than a given object.

Anticipatory Set:
I will bring packing peanuts for the students to use to measure themselves with. I will
have the students move to the edge of the carpet and then I will lay out a certain
number of peanuts and ask the students if they think it will be taller, shorter or the

Time:
5 mins

same size as one of the students that I pick. Once the class decides the student will
come and lay down and we will decide.
-Will these peanuts be shorter, longer or the same size as ___?

Instructional Strategy/Modeling:
I will use a smartboard presentation that will compare the size of different strips. I
will ask the students to find the strip that is the same size as one of the strips, one
that is bigger and one that is smaller. I will also have a piece of string that I will ask
the students if they see anything in the room that is taller than the string or if they
see anything that is shorter than the string.

Time:
4mins

-Which piece of string is the same size as this one?

-Which piece of string is bigger than this one?
-Which piece of string is smaller than this one?
-Can anyone show me something in the room that is taller/shorter/ same size as this
piece of string?

Guided Practice:
The students will move to the edge of the carpet and I will give some of them a car
each one a different length. I will ask the students to put the cars in order from
shortest to tallest touching a measuring stick that is sitting in the middle?

Time:
5mins

-Who has the car that is the shortest?

-Who has the car that is the tallest?

Check for Understanding:

The students will receive a piece of paper that has a lolly pop on it, I will instruct the
students to show me something that is shorter and longer than the lolly pop with
play-doh.

Time:
6 mins

- Can you roll the playdough to make something that is shorter than the lolly-pop?
-Now can you roll the playdough out to show me something that is taller than the
lolly pop?

Independent Practice:
The students will go back to their seats where they will each have their own Ipad,
they will play a game on abcmouse called nuts for measuring. The students will be

Time:
8mins

given different things that they will have to measure with peanut boxes. Some
students will have a worksheet that asks for the number of boxes it takes for each
item and the other students will have a worksheet where they will tell the number of
boxes and draw a picture of the item they measured.
https://www.abcmouse.com/html5/games/act_games/nuts_for_measuring?cid=19501

Differentiation Plan for Independent Practice:

Group 1

Group 2

Group 3

This is my lowest group that

will not have a worksheet that
goes along with the game and
they will receive more help
than the other students.

This is my middle group that

will receive a worksheet
where they will give the
number of boxes it took to
measure the specific object.

This is my highest group

which will receive a
worksheet where they will
give the number of boxes it
took to measure the object
and they will have to draw the
specific object.

Closure:

Time:

A powerpoint will be shown to the students where they will circle which animal is
bigger and smaller than the other animals.

2mins

Time & Materials Management,Differentiation and Technology Check List:

*Use N/A for Not Applicable, if this does not apply to your lesson*
How will you

I plan to

Cut down on the time it takes to pass out

materials?

Have the Ipads on the desk ready to go

and the rest of the materials pulled up to
make the time shorter.

Put students in groups/partners?

N/A

Have students move to stations, or other

parts of the room? (Moving to and from
the carpet counts!)

When the students move to the sides of

the carpet I will say front row move to
the front and turn around, middle rows
move to the sides, and back row stay
where you are. When they move to their
seats I will call them row by row to move
to their seats. From their tables to the
carpet I will tell them once they finish
their work to meet me on the carpet.

Call on students to answer questions?

I will have the students raise their hands

to answer questions and I will call on the
ones sitting quietly on their pockets.

Manage the classroom while working with

individual students or groups (if
necessary).

I will make sure that the students are

working on something and if they begin
to get distracted I will pause what I am
doing and get them back on task.

Ensure that differentiated activities/groups

are not obvious to students?

Not point out that they have different

worksheets but if they ask I will say that
everyone has their own worksheet and
that is how I wanted to teach the lesson.

How was technology use by teacher

and students in this lesson plan?

There will be a smartboard presentation

that I will conduct and the students will
help with. For the independent work the
students will use technology through the
Ipads and play a length game.