Lesson 1 Unit Plan

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Mrs. Albaitis, Jake Horstman
Date
Oct. 27
___3rd_________
Subject/ Topic/ Theme
Measurement, Measuring
Grade
I. Objectives
How does this lesson connect to the unit plan?
Students will learn how to measure line segments to the nearest inch, half, and quarter inch. Students will review what measuring is and learn how to measure objects.
Unit is about measuring.
cognitiveR U Ap An E C*
Learners will be able to:
Measure line segments to the nearest full inch, half, and quarter inch with rulers.
Recognize tick marks on a ruler and what the ticks represent

Relate fractions to measuring with rulers
Create a specified length line segment
Estimate lengths of line segments
physical
development
U
U
Ap
Ap
socioemotional
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
Use appropriate tools strategically. CC.3.MP.5]
Attend to precision. [CC.3.MP.6].
Represent and interpret data. [CC.3.MD.3]
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Knowledge of Fractions, possibly know what measuring is? How they have seen it used before?
Pre-assessment (for learning):
The unit pre-assessment will be given before this lesson so that I know what students know or do not
know as I develop future lesson plans.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning):
No quiz given before this lesson

Formative (as learning):
Summative (of learning):
What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Projector in front of class to make
pages visible and students can
follow along. Also their workbooks.
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
All students will be given
whiteboards. If students cannot
raise boards to show answers they
can get help from an elbow partner.
Desks will be set up for all students
to easily navigate the classroom.
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
All students will participate on the
same worksheets. All of them can
help each other and they all will be
on the same questions. Few
problems will be done on the board
and selected students can complete
this with the class
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Tick marks on rulers mean

different things. Will have
labels on ticks so students know
what each one means
Provide options for comprehensionactivate, apply & highlight
Workbooks and sheets to

practice and hands on examples
to apply the concepts taught in
class.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for expression and

communication- increase medium
of expression
Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students have whiteboards and

can display answers and
thoughts on board for teacher to
see. When they are in front of
class they can use a microphone
for all students to hear.
Students can agree or disagree

with other students with
problems on board or elbow
Partners to solve different
problems in workbook.
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
This lesson will be tested at

Students can monitor their own
the next lesson. No little quiz
progress through homework and
will be given so students will
completing worksheet problems
not be able to monitor progress
at the end of the lesson.
until the next day.
At the end of the day a
homework sheet will be taken
home to be completed for the
next day.
Math Expressions workbook, ruler, pencil, paper, eraser, whiteboard and dry-erase markers, desk,
chair.
Students will be at their own individual desk. Teacher will be at the front of classroom at kidney table.
Desks can be in rows or columns, depending on students needs and behavior
How will your classroom
be set up for this lesson?
III. The Plan
Time
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher asks: what jobs do you know where people Students give responses to questions
use measurement? Have you ever used
measurement? (could continue a small conversation
off of what a student says if it relates to
measurement or if teacher can connect
measurement further to what students says)
Provide a history of measurement, how people way
back in the day measured things.
In the 1600s they didnt have standard units of
measure so they used body parts.
Body part that ended up be universal was the
Kings hand or foot.
Measure a desk with hands (relates to opening
motivation comment about history).
Different responses will happen. Then you can say
you are the king and you will just use your hand or
foot to measure. But, eventually you will leave so
there will be a new measurement. This is very
inefficient. So Standard units were implemented.
Record methods of measurement on board for
students to see
Students can measure desk with their own hands

and then can discus the different results. (why is
this so?)
Discus different methods of measurement (units

and tools).
Relate measurement to previous units (so they
already learned about area and perimeter. That is
measurement and we can also talk about width,
length and height)
Synonyms of measurement: size, amount, volume,
area, and weight. To further understanding of what
measurement is.
Turn to page 159 in their books and follow along or

complete problems.
Get ruler, pencil and paper to create line segments.
Have students turn to page in their workbooks

Discus how a ruler works and how to measure
using a ruler. Work through three examples in
book. (pg. 159)
Draw Line segments with rulers. First walk
students through one or two examples of line
segments at a specified length. Them let them try
them on their own.
Turn to page 160 and complete page.
Define estimation: syn. Approximation, guessing,

guess.
Student workbook page 160
Complete number 7. Students try number 8
Closure
(conclusion,
culmination,
wrap-up)
Students can complete page 160 then clean up their

supplies so that they can be dismissed for lunch
Clean up their desk and supplies so they can start

next subject or lunch
End of the day homework will be passed out. It

will be the 3-1 remember and homework sheet to
be completed for the next class session
Students take home 3-1 worksheet to be completed

for the next day.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went all right, personally speaking. This was the first lesson of the unit for I also had to introduce the unit along
with the lesson. I started by asking the students to measure their desk with their hand span. All of the students participated
measuring and about 8 of the students immediately raised their hands when I asked for an answer. All of the students were in
agreement that a more universal method should be recognized for measuring because each of the students hands are
different sizes. When I asked for tools or units of teaching the students came up with: tape measure, ruler, meter stick, inches,
feet, meters, centimeters, and yards. It was not difficult to get answers from students; it was harder, however, to get chatting
and conversations to stop after I asked suggestions from the class. Today many of the students were distracted. Before this
lesson I led a small group and they had a harder time focusing on the reading than they have in the past days. 5 times
throughout this lesson I had to pause and ask the students to quiet down because I could not hear one of the students
responses to a question I had asked. When I introduced a ruler and taught how to read it, I saw many students had a puzzled
look on their face. I think it may have been due to all of the marks on the ruler, they were overwhelming the students. I tried
my best to break down the ruler into fourths, which was a curriculum standard they needed to know, and clearly distinguish
the fourths and half tic-mark. I saw that most of the students understood how to use a ruler by the end of the lesson because I
assigned them a few problems which involved drawing a line segment to the nearest inch, half-inch, and quarter-inch.
Looking back I think I would have slowed down my instruction when teaching about the ruler. I think I also would have told
the students how to write fractions when measuring, I saw on their worksheets that about 10 of them wrote the length wrong
but when I asked they knew exactly how long it was. I think also I need to think out a good conclusion to somewhat wrap up
the lesson. What I did was have the students complete a page in their workbook and then summarize what they did in the
book and what we covered in class. I think if I did it again I would have a better transition into the next topic, and a better
closure of this lesson. I would quiz the students on what they were just taught to see if they could put it into words.
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Mrs. Albaitis, Jake Horstman

Subject/ Topic/ Theme

Learners will be able to:

Recognize tick marks on a ruler and what the ticks represent

II. Before you start

Formative (for learning):

No quiz given before this lesson

What barriers might this

Provide Multiple Means of

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

Tick marks on rulers mean

Workbooks and sheets to

Provide options for expression and

Provide options for sustaining effort

Students have whiteboards and

Students can agree or disagree

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

This lesson will be tested at

Describe teacher activities

Students can measure desk with their own hands

Discus different methods of measurement (units

Turn to page 159 in their books and follow along or

Have students turn to page in their workbooks

Turn to page 160 and complete page.

Define estimation: syn. Approximation, guessing,

Students can complete page 160 then clean up their

Clean up their desk and supplies so they can start

End of the day homework will be passed out. It

Students take home 3-1 worksheet to be completed

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