UNT Lesson Plan Template (Madeline Hunter)

Pre-service Teacher: Ms. Grade(s): 5th Grade School/Mentor Teacher (if applicable):
Scurlock Rogers Elementary

Subject area(s): Unit Topic/Theme: Lesson Title: Measurement Day 3

Math Measurement
Conversion
Relevant TEKS: Relevant ELPS: Relevant TX CCRS: Relevant TX CCRS:
5.7 The student applies 74.4.C.3.E Share Mathematics IV
mathematical process information in B. Systems of measurement
standards to select cooperative 1. Convert from one measurement
appropriate units, learning system to
strategies, and tools to interactions another
solve problems involving
measurement.
Lesson Objective(s)/Performance Outcomes
Students will be able to solve problems by converting measurements in both the
customary and metric system
Students will be able to determine their own conversion equation for a given
problem
Students will be able to create their own conversion table to solve a given problem
Assessment (Description/Criteria)
* Formal Assessment: Solving prior problems from Pre-Assessment
Materials and Resources
STARR Charts
Volume and Capacity Jugs
Yard Stick
Ruler
Flat 1-in base10 block
Meter Stick
PPT slides
Notebook paper
Management of the Instructional Environment
Use attention getting Bring it back to me in 5 4 3 2 1 to bring class back
from conversations to ready to work

Ring the quiet bell if conversations get out of hand

Technology Integration
Projector
Google Slides
Diversity and Equity (Accommodations, Modifications, Adaptations)
Dyslexic students will have work read to them so that they can have a better time
understanding what they are needing to do
Students with the 504 accommodations to receive a calculator will get to use one
Sp.Ed students will receive small group time at teacher table for a reteach of the lesson
Students will ADD or ADHD will receive frequent break times
Anticipatory Set:

*Read the connection aloud to the students This week we have been looking at how to
convert between different units of measurements. Today, We are going to look at what
these types of measurements actually represent

*Say By the end of this unit, I hope that you can confidently say (repeat after me) I can
solve problems by converting measurements in both the customary and metric
systems.

Input/Modeling:

Talk about what they noticed when converting from each measurement (milli, centi, base,
kilo)
Get out a meter stick and show how there are 100 centimeters in each meter. Walk
through the measurement anchor chart and discuss which UNIT is larger.

Get out a yard stick and a ruler. Show the students the difference in measurement of each
of these items. Ask the students which measurement is larger.

Get out the volume and capacity jugs for the following demonstration:

Show the students the gallon of water. Pour the gallon of water into 4 quart containers. Explain
how the water has now multiplied to 4 quarts. The pour 1 of those quart containers into 2 cups
and explain how that 1 quart has multiplied into 2 pints. Do the same with the pints to cups.
Draw a representation of this breakdown on the board as the fraction strip to show the
connection. The take the two cups and pour them back into the pint then to the quart. Say they
divided into the one quart. Then do the same with the four quarts into the gallon and say once
again how they can be divided into the whole gallon of water.
Close this section by connecting the measurement conversions to the following anchor charts:

Students must know how that when converting from a larger unit to a smaller unit they
will need to multiply and they will divide vice versa

Connect to the following strategy: Horse to fly = multiply, fly to horse = divide of course

Guided Practice:

Solve the following problems, allowing the students to walk you through the process
using the new strategy. You may need to model the first problem then slowly increase
the student involvement.

Ask guiding questions like:

What unit of measurement am I starting with? What unit of measurement am I
trying to get to?
Can I go directly from (first unit of measurement) to (second unit of measurement)
or is there something in between
Which one is my fly and which one is my horse? So do I multiply or divide?

1. Jackson has a jug of 5,000 milliliters of apple juice. How many liters does he have?
Answer:
1 Liter = 1,000 milliliters
5 Liters = 5,000 milliliters

2. Each day Jamie walks her dog 1 kilometer. How many centimeters does she walk in a day?
How do you know your answer is correct?
Answer:
1 kilometer =1,000 meters
1 meter = 100 centimeters
1 kilometer = 100,000 centimeters
3. Jamail used a pint container to empty the water from his fish bowl into the kitchen sink.
He filled the pint container 12 times. How many quarts of water did Jamail empty from the
fish bowl?
Answer:
1 quart = 2 pints
6 quarts = 12 pints

4. 3 miles = _________ feet?

Answer:
1 mile = 1,760 yards
1,760 yards = 5,280 feet
3 miles = 15,840 feet

Independent Practice:
Students will complete the following problems from their Pre-Assessment in order to
assess how well they have learned the material since then:

Olivia needs to purchase 18 meters of yard for her sewing project. If each spool of yarn contains
90cm and costs $3, what is the total cost of the yarn that Olivia must buy?
A. $130
B. $20
C. $60
D. $2
Formative assessment (From the Pre-Assessment) (3 minutes long) (ticket to stations)
The pet store has six kittens up for adoption. The chart below shows the weight of each
of the 6 kittens.

Kittens Weight

Hunter 43oz
Spitz 106oz
Midnight 87oz
Oliver 118oz
Lucy 71oz
Caleb 87oz

What is the total weight, in pounds, of all of the kittens

A. 32 pounds
B. 384 pounds
C. 35 pounds
D. 386 pounds

Closure:
Have the students repeat back the new strategies learned today. Then have a classroom
closure discussion about why learning measurement conversion is important and when
in our lives would we need this skill.
Reflections and Documentation/Evidence of Lesson Effectiveness
Be sure that this is specific.
What happened during the lesson? (Brief summary --- help the reader know how you
were able to follow your lesson plan.)

This was a great determination on which students were truly getting the lessons and
where the misconceptions lie. I heard a lot of ohhhhs throughout teaching. I made this
lesson a review to not only reteach the conversion process but to also go into more
detail with a hands-on approach. I wanted my students to be able to visually see the
conversion process. I also found out that one of my students had never seen or used a
ruler before because she was from Singapore! So this really helped her gain a better
understanding with the tools she was working with. By having the assessment match
some of the questions from the pre-assessment, I was able to reassess my students after
the reteach to determine how well they were grasping the information.