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Lesson Plan Form

CSUDH - Teacher Education Department

Grade Level(s):
Domonique Payan
1st grade
Measurement and Data
Measure lengths indirectly and by iterating length units.
1. Order three objects by length; compare the lengths of two objects
indirectly by using a third object.

Date: 5/12/2016
Single/Multi-Day Lesson:

Language Standards K 5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing Standards K 2
Production and Distribution of Writing
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to
answer a question.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will measure lengths of two objects indirectly by a third object using nonstandard units of
measurement. (Concept)
II. LEARNING OUTCOME (Objective): The students will compare the lengths of two objects indirectly
to measure a third object.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): In a prior lesson
students learned the differences between standard and nonstandard units of measurement. In the
following lessons, students will express the length of an object as a whole number of length in units.
A. ENGAGEMENT (Motivational Activities): The teacher has placed a box of gram
crackers, a box of paper clips, a bag of Hershey Kisses and string on the desk. The teacher brings in
print outs of an Elephants foot, a Gorillas foot and a Tigers foot. Students will be asked to measure
how long each animals foot is.
(Teacher must keep in mind, when printing out the animals footprints that the Elephants foot is bigger
than the Gorillas foot and the gorillas foot is bigger than the Tigers foot).

INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Step #1 Intro to Measurement
a. Working together, students will be asked to put in order of length: pencils, crayons and
b. The teacher will walk around the class observing, assisting where needed and encouraging the
use of appropriate descriptive vocabulary (taller, shorter, higher, longer etc.).
Step #2 Reflection
a. In pairs students will compare and contrast these items by writing in their journals which
items (markers, pencils or crayons) are taller, shorter, etc.).

b. The teacher will encourage students to use their new vocabulary.

Step #3 Concepts made Concrete
a. Using blocks students will build towers. They should be given the opportunity to work alone
and work together in small groups.
b. The teacher will walk around the class ensuring that the children are working together and
encouraging use of descriptive vocabulary through prompting.
Step #4 Graphing
a. The teacher will record the students names and units of their towers on a bar graph drawn on
the white board.
b. Students will then compare and contrast which towers were taller, shorter, longer in width, etc.
Step #5 Summarizing Content
a. The students will then add their observations about the towers using the appropriate
descriptive vocabulary in their math journals.
b. The teacher will then ask the students to recall the Elephants foot. Students will figure out
how many steps the Elephant can take across the room before it comes to the end of the
classroom? The students will lie down on the ground to measure the steps of the Elephant.
D. APPLICATION ACTIVITY (Practice and/or Reflection):
In pairs students will use a piece of yarn to measure their desk, their pencil box and a book of
Their choice, and record their findings in units on their worksheet (i.e. The book is 2 units longer
than the pencil box.).
Worksheets printed out
Paper clips
A book of their choice
Building blocks
Math Journals
Print outs of the animals feet:
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative Assessment: See application activity above.
Summative Assessment: Students will write or draw pictures in their journal. They answer the following
questions: What did we do today? What objects did we use? What did you like the most?
PRACTICE): While performing these activities students will:
Use manipulatives
Work in pairs
Work with their one-on-ones
Work with T.A.s/Para-Educators
Work with teacher