LESSON PLAN TEMPLATE

Name Angelica Mastropierro Topic/Title Mathematics: Penguin Grade Level/CT

Grade 1/ Mrs.
Stepowyj
VISION-SETTING: KNOW, SO, SHOW

1a. STANDARD: NJ Common Core Standards 1b. ENDURING UNDERSTANDINGS

CCSS.MATH.CONTENT.1.MD.A.1
Order three objects by length; compare the lengths of
two objects indirectly by using a third object.
CCSS.MATH.CONTENT.1.MD.A.2
Express the length of an object as a whole number of
length units, by laying multiple copies of a shorter object
(the length unit) end to end; understand that the length
measurement of an object is the number of same-size
length units that span it with no gaps or overlaps. Limit to
contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
1.) Objects can be categorized from smallest length to largest length or
vice versa.
2.) The lengths of two objects can be compared using a third object.
3.) In order to measure an object using a length unit other than a ruler,
the length unit must be placed end to end without any gaps.
4.) The length measurement of an object is the number of same size
length units that span it with no gaps or overlaps.
5.) The length unit must be the same exact size in order to obtain a
correct measurement.

2a. STUDENT LEARNING OBJECTIVES
Student will be able to:
1.) Order three objects from smallest to greatest length.
2.) Compare the lengths of two objects by using a third object.
3.) Measure an object by using multiple copies of a smaller
number, laying each copy end to end and without any gaps,
and express the length as a whole number.
2b. TEACHER CONTENT KNOWLEDGE (necessary prior
knowledge)
1.) Have all materials for measurement activity prepared into packets
for each individual student.
2.) Must have an understanding of how to properly measure an object,
by laying the copying unit end to end, without any gaps.
3.) Create a length unit for students to use to measure different sizes of
penguins.

3. ASSESSMENT
1.) Formative: Students will be asked to individually complete a worksheet in which they must use a unit of length (Unifix cubes) in
order to measure the length of different sized penguins. Laying each unit of length from end to end, without leaving spaces, students will
count each Unifix cube in order to obtain the length of each penguin, and will write down their answers. Students will be asked to share
their answers as the worksheet is gone over as a class.
2.) Informative: During the guided practice, when the class measures different penguins on the wipe board using Unifix cubes, the
students will be asked to come up to the wipe board in order to measure a penguin using the Unifix (unit of length) for the class. The
teacher will ask the student how they measured the penguin, and what the rules are for using the Unifix cubes to measure the penguin,
such as placing each Unifix cube from end to end, without leaving any spaces.
 4. ADAPTATIONS AND ACCOMMODATIONS (During CL I and II, indicate which individual children need adaptation or accommodation.)
For students who may need help measuring the penguins using the unifix cube unit of length, an adults help would be strongly
encouraged. An adult could help the student in making sure that the units of length (ice cubes) are being placed end to end, leaving no
spaces.

PROCEDURE AND PRACTICE

METHODS: GO

TEACHERS ROLE WHAT ARE STUDENTS DOING? MATERIALS

Questions to Ask
1 STARTER/ANTICIPATORY SET (5 min.)
The teacher will: Students will be sitting at their individual
1. Tell the students about a recent time when she needed to measure the desks. 1. Ruler
furniture she was going to put in her new apartment. 2. Yardstick
2. Tell the students that there are many different tools to use to measure 3. Tape
something, showing students a ruler, yardstick, and tape measure. measure
3. Tell the students that today, they will not be measuring boring
furniture, they will be measuring some cool dudes, penguins.

2. INTRODUCTION OF NEW MATERIAL

(Guided Instruction/Procedure/Exploration) (10 min.)
1.) The teacher will introduce the terms length, as a measurement of how 1. Penguin
long something is, and height as a measurement of how high Students will be sitting at their desks measurement
something is. recording
2.) The teacher will introduce the unifix cubes as the unit of length that sheet
they will be using to measure the penguins. 2. Unifix
Cubes
3. Paper
penguins
cutout

3. GUIDED PRACTICE/EXPLORATION/ACTIVITY (10 min.)

1.) The teacher will place one of the worksheets containing the penguins
that the students will be measuring under the document camera to be Students will be sitting at their desks. 1. Penguin
displayed on the Smartboard. measurement
2.) The teacher will demonstrate how to use the unifix cubes in order to packet
measure the length of the penguin, pointing out that the unifix cubes must 2. Unifix
be placed from end to end, without any spaces, measuring the first two cubes
penguins on the worksheet. 3. Document
camera
 4. INDEPENDENT PRACTICE (20 min.)
Students will: Students will go around the room to each of 1. Penguin
1.) Go around the room in groups to each of the centers containing a paper the centers containing a penguin to be measurement
penguin, and using unifix as the length unit, students will lay the unifix measured using the unifix cubes recording
cubes end to end, without any gaps in order to find the length of each sheet
penguin. 2. Unifix
2.) Students will count how many unifix cubes they have stacked, and that cubes
number; will the length of the penguin. 3. Paper
penguin
cutout

5. CLOSING (5 min.)
1. After completing the measuring penguins worksheet, the class will 1) Students will be sitting at their desks 1. Penguin
reconvene as a whole and go over the correct measurements of each of the after measuring each of the six penguins at measurement
penguins on the worksheet. the six centers. recording
2. Ask the students why, in real life they would need to measure 2.) After completing the worksheet, the sheet
something. correct answers will be discussed as a class.
REINFORCE-MENT

HOMEWORK/FOLLOW UP ACTIVITY (if appropriate).