Name: Dana Egan Cohort: C1

Lesson Plan
Lesson Title: Measuring With My Body! Grade: 1 Date: Nov. 13/17
Subject/Strand: Mathematics Unit: Measurement Location: In Class Times: 100 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
This lesson is an introduction to the measurement unit. Students will begin exploring measuring with non-standard units by using
their bodies, hands and feet. The lesson will begin with a class discussion about what measuring is. The students will then separate
into groups and measure the length/width of 4 different objects within the classroom with their hands and feet. Afterwards, the class
will gather and measure the width and length of the classroom with their bodies. To consolidate, the student will organize their ideas
and mathematical thinking using written form. The teacher will consolidate with an activity involving the whole class using their bodies
to measure the classroom width and length. The students will provide the answers for length and width, no teacher assistance. This
will consolidate their learning from the lesson.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
- compare, describe, and order objects, using attributes measured in non-standard units

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
- demonstrate an understanding of the use of non-standard units of the same size (e.g. straws, index cards) for measuring (attributes,
units and measurement sense)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn how to measure using my body as a unit of measurement.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can:
 Talk about what I found (communication)
 Measure objects with different units of measurements of the same size (application)
 Write down the length and width of different objects (application)

Assessment Mode- Written, Oral,
Performance (Write, Say, Do)
Write/Do – students will measure
(do) and record their measurements
(write)
Assessment Strategy and Task for Students-
What are the students doing to show their learning?
Measuring objects with parts of their body
hands, feet, entire body and then they are
recording it on a sheet that separates the
objects and units of measurement. They will
record what they used to measure and the
actual measurement on the sheet. Students will
also be assessed on their conversations and
discussio
Assessment Tool - Instrument used to
assess; Record Keeping format
Anecdotal Notes – teacher will circulate
with the clipboard to each group and make
detailed anecdotal notes on each student.
The teacher will make notes based on the
students application and communication
processes. Not only during the activity but
during the class discussion as well. The
teacher will make sure students are
meeting the success criteria.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
 Number Sense/Patterning
I.E.P. program implications: Accommodations, Modifications
Franklin: will complete task with more time, accompanied by his EA
Jamie: will participate with group, given extra time if needed
Differentiation: Content, Process, Product, Environment, Assessment
Student One: receive guidance/assistance by teacher throughout, given extra time if needed
Student Two: will not need any advanced worksheets/tasks at this time
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ x ] collaboration, [ ] initiative, [ ] self-regulation
Students will have to work together to measure objects with multiple bodies/body parts
Students will be working together to achieve goals
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Unit, Length, Width, Measure
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
GEI Primary K-3 Mathematics
Recording sheets
Growing Success Pages 11/31
Mathematics Ontario Curriculum
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)

[Students will have just finished Math TUBS]

“Ozzy, Ozzy, Ozzy! Okay Grade Ones, great job this morning on “Oi,Oi,Oi!” [Students will call back, clean up and find a seat at
TUBS. When you are done cleaning your table, please come carpet]
have a seat on the perimeter of the carpet!”

“Thank you for listening and waiting patiently. Today we are

going to learn how to measure! Can anyone tell me what [Students will answer] “It means to find out the length of
measure or measuring means?” something!”

“Very good/This is what measuring means: to find the size,

length or amount of something”

“Today class, we are going to learn how to measure the length

and width of objects using our bodies! We can use our whole
bodies (head to toe) or we can use our feet and our hands!”

“By the end of this class you will be able to do the following:
 Talk about what I found
 Measure objects with different units of measurements
of the same size [Students will say: they need to be the same size! etc.]
 Record the length and width of different objects “
[Teacher will write the success criteria on the board]

[Teacher will demonstrate by measuring white board with their

hands] “Okay I am going to show you an example of how to
measure with our bodies. We are going to fill in the first part of
your recording sheet beside the picture of the whiteboard. I’m
going to measure the length with my hands this way. [Teacher
will model measuring with their hands across the length of the [Students will answer: ten hands! Etc.]
whiteboard] How long is this whiteboard grade ones? Okay
awesome, now grade ones write and L = 10 in the box
underneath the hand. Now we are going to measure the WIDTH
of the board. [Teacher will model measuring the width with [Students will answer: eight hands! Etc.]
their hands] Okay, how WIDE is the whiteboard? Awesome!
Now underneath the L=10 you can write W=8 in the hands
column”

“Great job, now what if I measure using my hands AND my

arms? Would that work?” “And why is that?” [Students will say NO! You can’t measure on object with two
different units]
“It is important to measure length and width with the same
untis because the measurement would be inaccurate! Which
means it would be wrong!”

“Okay, now that we are more familiar with how to measure with
our bodies lets get started on our activity for today!”

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: __20____-___40____ (Indicate time breakdown of instructional elements)

“Alright, so I have here a recoding sheet for you – in your table

groups you will measure a table, a chair, the couch and a carpet [Students will gather in their table groups]
with either your feet or your hands. I am going to put on a timer [Cool kid of the day will hand out recording sheets]
for 20 minutes. When you are finished you are going to come
back to the carpet and we are going to measure the entire
classroom with our bodies!”
[Students will disperse and spend the next 20 minutes measuring
and recording]
“5,4,3,2,1…! Okay grade ones, time is up! Grab your recording
sheets and head back to the carpet!”

[Teacher will make sure there is room to measure across the

room both ways]

“So now, we are going to measure the entire classroom with [Students will guess]
grade ones! How many grade ones long do you think the
classroom? And how many grade ones wide do you think it is?”
[Teacher will ask them to estimate to prepare them for
tomorrows lesson] [Teacher will write estimates on the board]
[Students will lie down head to toe]
“Alright, my friends who are sitting criss cross and patiently will
be asked to be apart of the human measuring stick!” [Teacher
will pick students one by one to lie down the length and width of
the classroom” [Afterwards students will compare with teacher the guesses and
actual measurement]
“Okay class lie very still while I count 1,2,3,4…etc” [After each
side is measured teacher will write it on the board and compare
guesses]

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: __10____-___15____ (Indicate time breakdown of instructional elements)

“Awesome job measuring grade ones, lets come back to the [Students will return to carpet with record sheets]
carpet and share what we found”

[Teacher will make a chart on the white board – chair, table, [Students will share their findings for each object]
carpet, couch] “Who would like to share what they got for the
chair?”

“So today we learned how to measure different objects with our

bodies, we learned how to measure the width AND the length of
our classroom”

“Wow awesome job today grade ones! Time to tidy up for [Students will tidy up]
snack!”

Extension Activities/Next Steps (where will this lesson lead to next)

 Measuring with more non-standard units

 Measuring area

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?