Unit: Measurements

Grade: 7
Lesson: Review Game for US Customary Conversions

Date: October 22, 2012

Time Length: 15-20 Minutes

PA Academic Standards:
1. 2.3.7.D: Use conversions to add and subtract measurement quantities within the
metric and customary systems.
Assessment Anchor Descriptors:
1. M7.B.1: Demonstrate an understanding measurable attributes of objects and
figures, and processes of measurement.
2. M7.B.1.1: Add, subtract, or convert measurements.
3. M7.B.1.1.1: Add, subtract, or convert measurements, using only the units below,
with and without regrouping (e.g., 4ft-2ft 5in = 1ft 7in). Answer should be
converted to the largest whole unit (e.g., 37oz = 2 Lb 5oz or 39 in= 1 yd 3 in.)
Conversion chart provided on the reference sheet.

in, ft, yd

fl oz, cup, pint, quart, gallon

oz, Lb

sec, min, hours, days

metric units including milli, centi and kilo (m,g or L)

Motivational Device:
Show the students the example 3qt 1pint 1qt 2pints (1qt 1 pint)
Bell Ringer: The teacher will begin the lesson by reviewing the following sample
problems of US customary measurements:
Complete the following and convert to the largest whole unit:

4ft 2ft 5in = ____ (1ft 7in)

3hr 7min + 1hr 14min= ____ (4hr 21min)

3Lb 10oz + 7Lb 6oz = ____ (11 Lb)

1gal 1qt + 1qt 2 pints= ____ (2 gal)

Melinda Ross 12/11/2014 11:53 AM

Comment [1]: Planning: The teacher was able to
base instruction upon knowledge of subject matter,
the students, and the curriculum goals. The teacher
was able to create a fun and interactive game, while
still reinforcing the standards that they are to
uphold.

Melinda Ross 12/11/2014 11:50 AM

Comment [2]: Motivation and management: The
teacher has the students complete a bell ringer to
get them into the habit for the current lesson. This
creates order in the room because students do not
have free time, they must complete the bell ringer
which acts as a motivation for the lesson because
they are learning or reinforcing information from
the lessons.

Instructional Objectives:
1. Given a review game, the students will be able to complete the game with a
minimum of three errors over the allotted time.
Materials Needed: game board, game pieces, conversion sheet, instruction card
Technology Needed: doc cam
Resources Used: Pdesas.org
Lesson Type (Pedagogy) : Interactive Group activity
Lesson Outline:
I.

Introduction (3 minutes)
A.

The teacher will begin the class with the motivational device/bell ringer. Then

will have the students review the bell ringer to check for understanding. The students can
use their reference sheet during the bell ringer.
B.

Good afternoon 7th grade! I hope everyone has had a very exciting day so far!

Today we are going to be doing a fun review game for your upcoming Conversion test!
In the middle of the table you will see a reference sheet and the bell ringer for today.
Please start on your bell ringer for the next minute. Ready, set, go!
C.

Each student chosen at random will come up to the board and solve the problem

on the board. (Chosen name), please come up to the board and solve for the class.
D.

After the chosen person solves the problem on the board, Does anyone have any

questions about adding or subtracting these measurements?

II.

Information about the game

A.

The game is titled Conversion Carnival

B.

Each student will be assigned a designated game piece, reference sheet, and scrap

paper. The groups will be of 3 to 4 students and be distributed one board game and game
cards.

Melinda Ross 12/11/2014 11:52 AM

Comment [3]: Content Pedagogy: The teacher
uses the resources of the concepts to create
experiences that matter to the students. In this
lesson, they are using their knowledge of conversion
to play a review game for an upcoming test. This is
meaningful for the students because they are
practicing the information that they have previously
learned in a fun way.

C.

Each student will pick a card from the top of the deck and complete the addition

or subtraction of conversions of the standard system.

D.

The following directions will be displayed to each player in order to make sure

they have understanding of the game. The teacher will check for understanding by having
students repeat the following directions out loud:

Youngest player goes first!

Each player picks a colored tootsie roll to be their game piece

Shuffle the cards and place them face down on the table

Player 1 draws a card

Solve the conversion problem and/or follow the instructions on the card

You and your opponents must agree on whether the answer is correct or not

Follow the directions on the bottom of the card that give you an action for
whether your answer is correct or incorrect

Be on the lookout for WILD CARDS that give you extra moves, take a turn
away, or instruct you to move to a certain space

III.

Each player takes a turn following the above rules

Continue until someone reaches the roller coaster first!!

REMEMBER to convert to the largest whole unit!

Activity (12-15 minutes)

A.

So today we are going to play a game in order for us to review for our upcoming

test! I am very excited! The title of the game is Conversion Carnival. The object of the
game is for your groups to work to get to the roller coaster at the end of the game board!
In the plastic bag you will find board game cards and game your pieces. The game pieces
are flavored tootsie rolls. so please do not eat them until the end of the game! The player
who reaches the roller coaster first will be able to pick a prize out of the prize bin! Be
sure to remember that you give your answers in the largest whole unit
B.

I am going to project the game rules onto the doc cam. At this time, can (choose

student) please read instruction 1 .. 2 .. 3 .. etc. Check for understanding by asking the
students whether they need any clarifying for the game.
C.

The students will then be instruction to begin playing the game.

D.

The teacher will visit each group checking on the students and making sure they

are staying on task. The teacher will motivate the students by passing out a candy to each
student to keep their focus on trying to complete as many questions as possible.
IV.

Closure (3-5 minutes)

A.

Students today we have practiced adding and subtracting conversion problems

that will be on your upcoming test! I hope that this has strengthened your abilities to do
your absolute best on the upcoming test!
B.

Instruct the students to complete the exit sheet. Before leaving class and heading

to science, I would like you to take the index card out of the plastic bag on each of your
tables. I would like you to write down your name and an example of adding or
subtracting conversions and the correct answer. Also, the students who reached the roller
coaster please pick a prize out of the prize bin.
Key Questions:
1. What do you do when you have, for example, more than 16oz?
2. How many ounces are in a pound?
3. How many inches are in a foot?
Closure:
The students are given a prize for being the student to have reached the roller coaster at
the end of the game. The students have practiced many different examples of adding or
subtracting standard units of measurement to review for their upcoming test. At the end of the
class period, the students will fill out an index card that serves as their exit sheet for the day in
which they will have to turn in with an example and a correct answer in order to check for
understanding.

Differentiated Learning Activities:

Tier 1: The students are grouped by readiness and given all of the cards with a variety of
problems ranging from easy to hard level of difficulty that is designated on the cards.
Tier 2: The students grouped by readiness are given cards that range from easy to medium level
of difficulty that is designated on the cards.

Melinda Ross 12/11/2014 11:56 AM

Comment [4]: Diverse Learners: Students were
grouped and challenged by the notecards based on
readiness. This provides all students to play the
same game, even if they are on different levels of
readiness. I think that as a teacher this is important
because you should always include all of your
students for instruction.

Tier 3: The students grouped by readiness are given cards that are in the easy level of difficulty
that is designated on the cards.
Formative Assessment:
1. Observe the students performance throughout the game play to check for understanding
of adding and subtracting standard conversion measurements.
2. Review the exit cards and examples the students created. If there are errors on the exit

Melinda Ross 12/11/2014 11:57 AM

Comment [5]: Assessment: The teacher formally
assesses the students to make sure that there is
some understanding of the information. The
assessment is informal, allowing students to not be
afraid if they get a wrong answer.

slips, meet individually with the students in order to make sure they see what they have
done and correct their mistakes.
Homework:
The students will study for their upcoming test.
Reflection:
1. Did the students seem excited to participate in the game?
2. Did I as the teacher give enough time and preparation for the game to run smoothly?
3. Were the problems given in the game challenging enough?

Melinda Ross 12/11/2014 11:58 AM

Comment [6]: Reflective Practice: The teacher
reflects on the lesson to build upon and create a
stronger lesson. The teacher can reflect on whether
or not the lesson was a success based on student
response and can build upon the knowledge.