FRANKLIN COLLEGE
Education Department
LESSON PLAN
Student Name
Lauren Baumgardner
Cooperating Teacher Name
Level 1
Marsha Nolot
Lesson Plan No.
1
Subject Area
Math
Grade
Signature for Approval (Cooperating Teacher)
Date Prepared 4/27/09
Date Taught 4/29/09
Related Standard (Number)
(Description)
TOPIC (key point; concept; skill):
Measuring in centimeters using a ruler
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to measure in centimeters TSWBAT walk
around the room in groups assigned by the lesson instructor and measure any item accessible to the student
until he or she finds as many of the items listed on the handout given to them by the instructor, writing the
name of the item on the handout to turn in at the end of the lesson for the instructor to check at random by
measuring two items from each paper to see if it is measured correctly, with the students before the students go
to P.E.
MATERIALS: chalkboard, chalk, eraser, 25 rulers, 25 pencils, 25 copies of “The Length of Objects” worksheet, 25
copies of scavenger hunt worksheet, 25 copies of homework worksheet, overhead, marker, laminate sheet,
grade sheet, blank sheet of paper.
I.
PROCEDURES (teacher and student tasks)
A.
Beginning of lesson
Classroom management two-part step (to have students ready to learn, in listening position, where
they need to be): Step one: “I need everyone to go to their seats as quietly as they can and sit in the
listening position.” Step two: “I like the way ‘Mary’ is sitting quietly. I wish that I could get ‘Tony’ to
do the same.”
2. Statements to initiate or set the stage for the lesson; motivation; overview; or establish an
atmosphere: “I know that you guys have already learned how to measure in inches and have gone over
measuring in centimeters, but since so many people measure in centimeters instead of inches, Mrs. Nolot and I
think that it would be a good idea if we had a fun review of how to measure in centimeters.
B.
Instruction Steps:
* Modifications (strategies to meet individual special needs at a particular step)
1. Pass out rulers to each student.
2. While passing out rulers, “I know you guys have learned how to meaure in inches and have gone
over measuring in centimeters, but since so many people measure in centimeters instead of inches, Mrs. Nolot
and I think that it would be a good idea if we had a fun review of how to measure in centimeters.”
3. “So, someone remind us of how many inches are on a ruler.” (point to inch side of ruler and call on
a student.)
4. “Now look at the other edge of the ruler.
they different?” (call on student)
Does is look the same as the inches edge? How are
5. “When we measure with this side of the ruler we are measuring in centimeters.
often measure in centimeters instead of inches.”
Many people
6. “Can anyone tell me how many centimeters are on a ruler?” (call on a student)
7. “Good! Now we are ready to practice measuring in centimeters!”
8. Pass out “The Length of Object” handout.
9. “Okay. Notice the directions” (read ‘remidner’ and directions.
10. “So, let’s move to number 1. Make sure that when you measure something you measure it from
the farthest point on the left side to the farthest point on the right side. (point to each side)
11. “Now put the centimeter side of the ruler on number 1, making sure that your zero (point to zero
on ruler)is on the endpoint of the left side of the pencil.”
12. “Now, look along the ruler until you find the other endpoint. What number on the ruler is
next to the other endpoint of the pencil?” (call on a student)
13. “Write this number on the Cm. line for number 1.”
14. “How long is the screw driver on number 2?”
15. “Now measure number 3 on your own and check your answer with someone sitting next to
you.” (allow about 3 minutes of this)
16. “Does anyone have any question?” * then come over here with me and we will work on helping
you better understand this.”
17. “Now you guys will go around the room with a partner and will find as many items in the room
that match the measurements on the scavenger hunt worksheet. When time is up we will see who
found the most items.
18. *Put students in groups with guidance of Marsha as to who works well together.
19. Allow students no longer than 10 minutes to walk around room.
20. “I need you all to go back to your seats. Who got all of them? 10? 9?... (keep going until a
group raises their hands.
21. “Good job! You guys found the most items!”
22. “Now lets go back and measure some of these items you guys found.” (randomly pick 10 students
to measure two of their items to check for comprehension)
23. “Okay, so who can tell me why it is important that we learn how to measure in centimeters?
(call on a student) “Who can demonstrate one more time how we measure this line in centimeters?”
(point to line on board.) (CLOSURE)
24. “Very good. Does any one have questions?” (answer any that arise)
25. “Okay, it is time for P.E. so go put your shoes on and get ready to go.”
Closure statement (brief lesson review, summary; doesn't have to be the last step if something is going to
be made or an activity will follow): “Now, who can tell me why it is important to learn how to measure in
centimeters?” (call on a student). “Who can demonstrate one more time for us, how to measure in
centimeters using this line and this ruler?”
II.
ASSESSMENT (how is objective met by students: observation, written work, presentations, quiz, etc.): The
teacher will assess the students by having them do number 3 of “The Length of Object” on their own after
showing them how to do numbers 1 and 2. The teacher will also assess by going back and measuring two of the
items listed on each students scavenger hunt worksheet. The instructor will place a check next to the names of
those students who correctly measured the randomly chosen items and an X next to the names of those who
missed more then two measurements on the scavenger hunt.
III.
EXTENSION (what will be done beyond lesson): Guided Practice 119A worksheet
IV.
REMEDIATION (strategies for those who need further instruction, assistance): If a student does not
understand, he or she will work with the teacher while the other students start on the scavenger hunt. The
teacher will have the student lay hand flat on paper, and draw a line segment using the side of one of his or her
fingers to measure. Repeat with all fingers if necessary.
V.
HOMEWORK ASSIGNMENT(S): Teacher created “Homework” worksheet for all students to take home and
return the next day.
Student Name
Lesson #
Date Taught
Lesson Plan
SELF-EVALUATION FORM
1. What do you think went well with the lesson? List 3-4 things that include planning and teaching.
2. How were your students learning?
a. To what extent was everyone in the class involved in learning?
b. What did you notice about the learning of 1-3 of your students in particular during the lesson and/or
through your assessment?
3. List and explain 1-3 critical decisions you made during the planning of this lesson. Strive to have at least one
item be related to content knowledge or concepts.
4. What did you think about during the teaching of your lesson that you would do differently either because
your lesson didn't go as planned or you thought of a more effective way/strategy to help children learn?