Math Lesson Design: Lesson #3

Candidate Name: Jeffrey Hitt Host Teacher Name: Mary

Thole

School: Skagway School Grade # of

Level/s: 5 Students: 8

Date & Time of Lesson: April 4, 8:30 am Length of Lesson: 45

Topic of Lesson: Convert metric capacity (milliliters, Content Area: Math:

liters) and use the conversions in solving real world Measurement & Data
problems

Materials: (Include all materials including types of technology used.)

Whiteboard easel (warm-up), Smartboard (lesson hook and lesson Google Slides- content &
practice), internet access for videos, individual whiteboards for students, notebooks, Pearson
enVision Math textbooks
ALASKA CONTENT STANDARD
Measurement and Data
5.MD Convert like measurement units within a given measurement system and solve
problems involving time.
5.MD.1. Identify, estimate measure, and convert equivalent measures within systems English
length (inches, feet, yards, miles) weight (ounces, pounds, tons) volume (fluid ounces, cups,
pints, quarts, gallons) temperature (Fahrenheit) Metric length (millimeters, centimeters,
meters, kilometers) volume (milliliters, liters), temperature (Celsius), (e.g., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real world problems using
appropriate tools.
STAGE ONE – Essential Questions and Enduring Understandings (meaning)
Enduring Understanding(s):
Students will understand that standard units of
measure enable people to interpret results or data.
STAGE ONE: Objectives
Knowledge - What students should know…?
- Approximate size of a milliliter
- Approximate size of a liter
- Liter is 1,000 times larger than a milliliter
- Milliliter is .001 of a liter
Skills - What students should be able to
do…?
- Convert between liters and milliliters
- Identify which unit of measure should be
used in a real world scenario
- Solve multi-step real world problems
involving metric unit capacity conversions
STAGE THREE: Opportunities to Learn (Acquisition)
Introduction/Hook
Metric Capacity Introduction Video https://www.youtube.com/watch?v=E8_h3dXJ8d8
Processes and products for Learning Opportunities
1. State the learning goal for the lesson
- Identify which unit of measure should be used in a real
world scenario
- Convert between liters and milliliters
What Essential Questions will be
Considered?
Why do I need to know how to
convert units of measurement?
STAGE TWO: Assessments
Evidence of Learning/Accountability -
Formative/Summative/Performance
 Pre-Unit Assessment
“Pearson Realize, enVision Math Topic
13 Readiness”
 Student Self-Assessment Marzano 1-4
scale
 Post-lesson: Exit Ticket (See at end of
lesson)
Assessment(s)/Other Evidence:
- After lesson: problems on whiteboards
(informal formative assessment)
- Assignment progress
- After lesson:
Student Self-Assessment Marzano 1-4 scale
Exit Ticket
Assessment(s)/Other Evidence:
- Same as above
Strategies for Differentiation/
Multimodal
Instruction/Universal Design
for Learning
In-Process Check for
Understanding
Group work: circulate and listen for
peer coaching and provide
encouragement (great strategy, I
- Solve multi-step real world problems involving metric unit like how you explained that…) and
capacity conversions ensure engagement
2. Hands-On Investigation Student whiteboard practice:
- Have bottles for students to explore and make observations Teacher informal assessment to
about the metric capacity of each liquid substance guide lesson and gradual release
While students are gradually
released to work on an independent
practice assignment, remediation
can continue with students needing
additional instruction and feedback
- coach through additional problems
- write list of procedural steps to
post on desk (if needed) in addition
to the poster in the room
- modify assignment length

Extension: The previous math unit

of focus in this classroom was
Algebra and the Order of
Operations. After the advanced
students completed their
independent practice assignment,
they were given order of operations
task cards that included adding
fractions with unlike denominators
that they self-checked with QR
Readers.

3. Student Reflections:
Students share what they notice about the containers in regards
to their estimates, their expectations,
4. Real world metric unit capacity application
Students are given a set of images for items to measure their
liquid capacity and asked to sort into two piles based on the best
unit of measure (L or mL), then they check a partner’s piles and
discuss any items they disagreed on and try to persuade based
on their thinking
5. Independent unit of measure application
Given a list of items (1-10) students label the best unit in which
to measure them by (INFORMAL ASSESSMENT)
6. Unit Conversion- Direct instruction
Model how to convert the units from milliliters to liters.
 Explain the process (same as the teacher presented yesterday-
draw the conversion chart, decide if the amount will increase or
decrease, then multiply or divide by 1,000.
7. Model unit conversion
On the front easel, model several conversion equivalents. Then
have students begin doing the conversions on their personal
whiteboards.
8. Students practice conversions on whiteboards
9. Students self-assess 1-4 for each learning goal
(shown on their hand as I point to the learning goals)
10. Students complete an independent practice assignment in
their Pearson Realize enVision Math text to complete to practice
conversions, determining units to measure, unit comparisons (if
time or for extension, problem solving)
- Remediation individual students as needed
- Provide extension with introduction of multi-step problem
solving if time
11. Correct assignments as students work (confer with individual
students and remediate if needed)
12. Exit tickets

Closure:
Exit Tickets:
Self-assess: rate yourself 1-4 for today’s learning goals on your
“student self-assessment” paper in yellow

Show what you know and solve 6 sample problems in Google

Classroom/Google Form
 At the end of the form, students and add any lingering
questions, ah-ha moments, and areas they plan to
continue working on

5 Grade: Math Unit 13

th

Units of Measure
Student Self-Assessment
Rating Scale
4= I’m an expert. I can do it without mistakes and I can help others.
3= I understand it. I can do it by myself with few mistakes.
2= Sometimes I need help. I am starting to understand.
1= I can’t do it by myself. I don’t understand yet.
Units of Measure 4 3 2 1
I can convert metric units of length.

I can convert metric units of capacity.

I can convert metric units of mass.

 I can convert customary units of length.

I can convert customary units of capacity.

I can convert customary units of weight.

I can explain the differences between the metric and U.S. customary
measurement systems.

I can identify which tool/instrument to use when measuring.

I can identify which unit of measure to use in a given situation.

I can convert measurements to solve multi-step and real world problems.

Date:

Questions for reflection after the lesson:

· How did the lesson go? The lesson went well. Bringing in different sized containers real
helped with the real-word application.
· Did the students meet the objective? How do you know? What are your next steps for the
whole class, small groups, and/or individual students?
The student observations about the metric measurements of the containers during the
hands-on investigation were very interesting. They found that nothing had an exact
measure 10 mL, 100 mL, 2 L, etc. but that everything was labeled to the exact mL and
how being base ten makes this possible to be shown in decimals. In addition, they also
had a strong understanding of the importance for learning the metric system well (if they
move to almost any other country, if they travel to work for another country- to not look
ignorant, if the US shifts to the world norm, if they pursue a career in science).